TRANSFORMING TEACHER EDUCATION FOR INCLUSIVE CLASSROOMS: ADDRESSING THE IMPERATIVE FOR LEARNERS WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITIES IN NIGERIA

Abstract

This conceptual scoping review examines why inclusive education for learners with special 
educational needs and disabilities (SEND) remains limited in Nigeria despite policy commitments 
that mirror global inclusion agendas. Synthesising literature and policy documents (2016–2025), 
with emphasis on Nigerian and sub‑Saharan African evidence, the paper identifies four recurring 
weaknesses in teacher preparation: (1) minimal practicum exposure to inclusive classrooms; (2) 
limited competence‑based training in inclusive pedagogy, particularly Universal Design for 
Learning and differentiated instruction; (3) low capacity to select and use assistive and digital 
technologies; and (4) persistent stigma and deficit‑oriented attitudes that undermine high 
expectations. Drawing on international professional‑learning profiles and evidence summaries, 
the paper proposes a context‑responsive model for reform that integrates curriculum redesign 
across subject methods, structured and mentored inclusive practicum partnerships, faculty 
development, low‑cost inclusion/assistive‑technology labs, and strengthened accreditation and 
quality assurance. Actionable recommendations are directed at policymakers, accreditation 
bodies, and teacher‑education institutions to set clear inclusive‑teaching competency standards, 
fund practice‑based preparation and mentoring, and embed accessible digital innovation so that 
inclusion becomes measurable classroom practice rather than an aspirational policy statement.