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ERIC Number: EJ1058367
Record Type: Journal
Publication Date: 2014
Pages: 9
Abstractor: As Provided
Reference Count: 16
ISSN: ISSN-1555-6913
Inclusive Early Childhood Education in Nigeria: The Journey so Far
Salami, Ishola Akindele
Journal of the International Association of Special Education, v15 n2 p118-126 Fall 2014
The education of children with special educational needs in Nigeria is recognized and supported by at least three policy documents. All the three documents state that inclusion or integration should be at the heart of education designed to meet the needs of children with special educational needs. But since 2004, when government started providing preschool education in the country, the education of children with special educational needs, as well as the issue of inclusion, has been relegated to the background. Therefore, this study examined Nigeria's educational policies, available resources and the extent to which the government has been providing Inclusive Early Childhood Education (IECE) in Nigeria. The study revealed that the educational policies were not specific, resources were grossly inadequate and government had not been supporting inclusion. The study concluded that the Nigerian educational system did not appear to be ripe for IECE. It is suggested that the government should consider using integration as a transitory effort towards inclusion.
International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nigeria