An Analysis of the State of Inclusive and Special Basic Schools in Nigeria: Insights from the Universal Basic Education Commision's 2022 Data

This study analysed the state of inclusive and special education at the basic level, leveraging available comprehensive data from the Universal Basic Education Commission's (UBEC) 2022 report. UBEC’s data is synthesised on school distribution, pupil enrolment, and teacher availability across different regions and educational levels. The findings reveal substantial disparities between inclusive and special schools, with inclusive schools being far more numerous, particularly at the primary level. Significant regional differences exist, with the North West having the highest number of both inclusive and special schools. Pupil enrolment is notably higher in inclusive schools, especially at the primary level. The study identifies gifted students as the largest category of special needs students in inclusive schools. However, it also highlights critical shortages in special education teachers and alarming student-teacher ratios in some regions, particularly in the North East and North West. The paper concludes that while there is a strong drive towards inclusive education in Nigeria, there remains a crucial need for specialised support for students with severe or specific needs. Key recommendations include increased investment in special schools, balanced regional development, enhanced teacher training, and policies to incentivise teachers to work in underserved areas.