Bridging policy and practice: Evaluating inclusive education for children with disabilities in Nasarawa State, Nigeria

This article critically examines inclusive education practices for children with disabilities in Nasarawa State, Nigeria, highlighting the persistent gap between national policies and on-the-ground implementation. Despite Nigeria’s ratification of global frameworks like the Salamanca Statement and Sustainable Development Goal 4, inclusive education remains fragmented at the state level. Drawing on the Nigerian Disability Act (2018) and the National Policy on Inclusive Education (2017), this policy-focused analysis evaluates how these instruments are applied in three selected schools based on their documented engagement with inclusive practices. Using a qualitative, policy-focused approach, the study synthesizes insights from policy documents, educational reports, and anecdotal stakeholder perspectives, including students with disabilities, parents, teachers, and community leaders. While NGO support, community-based initiatives, and faith-led programs have achieved some progress, the article identifies recurring barriers, including poor infrastructure, limited teacher training, weak policy enforcement, unreliable data, and societal stigma. The article concludes with strategic recommendations aimed at bridging policy and practice through increased budgetary allocation, targeted teacher training, robust monitoring systems, and active community engagement. Ultimately, it argues for a coordinated, multi-sectoral approach to create an inclusive education system that guarantees equitable learning opportunities for all children, regardless of ability. By addressing these systemic barriers, Nasarawa State can position itself as a model for inclusive education reform across Northern Nigeria and beyond. The study also acknowledges its reliance on secondary data as a limitation, recommending future empirical research with mixed methods.