Ethics and Inclusive Education for Children with Disabilities in Nigeria: A Philosophical Analytical Study

Résumé

This paper adopts a philosophical and analytical approach informed by ethical ideas such as Rawls’s theory of justice and Nussbaum’s capabilities approach to examine the moral imperative of inclusive education for children with disabilities in Nigeria. Data was drawn from Nigeria’s 2018 DiscriminationAgainst  Persons with Disabilities (Prohibition) Act, the 2017 National Policy on Inclusive Education, alongside published reports, journal articles, and civil society writings. These documents were analyzed through the lens of justice, human dignity, and moral duty to highlight both the promises of policy and the realities of cultural practice. Findings reveal that while Nigeria has established formal policies promoting inclusion, deep-rooted cultural beliefs continue to hinder their effective implementation. Disability is often stigmatized, associated with misfortune or superstition, which undermines efforts to create inclusive learning spaces. This disconnection between policy ideals and societal attitudes has slowed progress in ensuring equal opportunities for children with disabilities. Nevertheless, the involvement of civil society groups, such as The Irede Foundation, is gradually shifting perceptions and providing practical support for inclusive practices in schools. The paper concludes that there exists a strong moral obligation, grounded in international human rights frameworks, to ensure that Nigerian schools are inclusive, respectful, and empowering environments for all learners. To achieve this, greater investment is needed in teacher training on inclusive pedagogy, the development of accessible learning environments, and stronger collaborations with civil society to dismantle cultural barriers and translate inclusive education policies into meaningful practice.