INCLUSIVENESS OF SPECIAL EDUCATION IN THE ATTAINMENT OF SUSTAINABLE DEVELOPMENT GOAL 4 IN NIGERIA.

Abstract

This study examines the inclusiveness of Special Education in the attainment of Sustainable Development Goal 4 (SDG 4) in Nigeria, with a focus on ensuring equitable, inclusive, and quality education for persons with disabilities. SDG 4 calls for free, publicly-funded, inclusive, and equitable primary and secondary education for all, without discrimination a mandate that necessarily extends to learners with special needs. Despite international frameworks such as the UN Convention on the Rights of Persons with Disabilities, special education in Nigeria continues to face significant barriers including inadequate funding, negative societal attitudes, lack of trained teachers, insufficient instructional materials, and poor policy implementation. Using a descriptive survey research design, the study drew its sample from secondary schools in Lagelu Local Government Area of Oyo State, Nigeria, employing simple random sampling to select participants from five secondary schools. A self-structured, validated questionnaire with a four-point Likert scale was used for data collection, and Cronbach's Alpha was applied to establish reliability. Data were analyzed using frequency distribution tables and percentages. Findings revealed that while students with disabilities are present in mainstream schools, critical support structure including trained special education teachers, adaptive instructional facilities, and accessible school infrastructures remain grossly inadequate. Special needs students continue to experience bullying, stigmatization, and social exclusion, while government commitment to inclusive policy remains insufficient at all levels. The study concludes that special education is not accorded the priority it deserves within Nigeria's educational system, thereby undermining progress toward SDG 4. It recommends that government at all levels adopt development-driven, rights-based, and contextually inclusive policies backed by deliberate political will to mainstream special education effectively.