The Federal Government has launched a new national initiative aimed at expanding access to education for children with disabilities, with a target of enrolling two million learners across the country.
Minister of Education, Dr. Maruf Tunji Alausa, disclosed the plan following a high-level meeting with key stakeholders focused on advancing inclusive education in Nigeria. The meeting brought together officials including Mohammad Abba Isa, Senior Special Assistant to the President on Special Needs and Equal Opportunities, and James David Lalu, former Executive Secretary of the National Commission for Persons with Disabilities.
According to the minister, the initiative—named the Renewed Hope National Programme on Inclusive and Accessible Education—is designed to remove barriers that prevent children with disabilities from accessing quality learning opportunities.
He noted that although some children with disabilities are already enrolled in schools, many continue to face significant obstacles such as inaccessible school infrastructure and limited availability of specialised teachers.
To address these challenges, the Federal Government plans to upgrade about 10,000 public schools nationwide to make them accessible for learners with disabilities. The programme will also include the training of 100,000 teachers in inclusive education methods and the provision of assistive learning technologies and specialised instructional materials.
The minister emphasised that the initiative aligns with the broader Renewed Hope Agenda of President Bola Ahmed Tinubu, which prioritises equity and improved access within the nation’s education system.
Alausa further stated that the next phase of the programme will involve consultations with heads of agencies and directors within the Federal Ministry of Education to ensure effective coordination and nationwide implementation.
Education stakeholders believe the initiative could significantly strengthen Nigeria’s inclusive education framework, helping to ensure that children with disabilities are fully integrated into the country’s schooling system and not left behind in national development.
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