Designing Learner-Centred Adult Education Programmes for Persons with Disabilities in Nigeria

This study examines how adult education programmes in Nigeria can be designed to be genuinely learner-centred and inclusive for persons with disabilities, with a focus on visual, hearing, and physical impairments. Persons with disabilities face compounded educational exclusion in Nigeria, having often been denied access to formal schooling and subsequently marginalised from adult education programmes designed primarily for able-bodied learners. The National Policy on Education commits to inclusive education, but adult education programme design rarely reflects the specific learning needs of persons with disabilities. This study uses a needs assessment and design research methodology, engaging 90 adults with disabilities enrolled in or seeking access to adult education in Abuja, Lagos, and Enugu through focus group discussions and structured surveys. Facilitator capacity assessments in 15 adult education centres are also conducted. Inclusive programme design principles and practical adaptation requirements are identified. Findings reveal that current adult education programmes present significant physical, communicative, and pedagogical access barriers for persons with disabilities. Braille and sign language materials are virtually absent, and no centre visited had modified its instructional methods for learners with cognitive or physical impairments. Facilitators report strong willingness but minimal training for inclusive instruction. The study concludes that a fundamental redesign of adult education programme environments and pedagogies is needed to serve persons with disabilities in Nigeria. It recommends inclusive design standards as mandatory components of all UBEC-funded adult education programme approval processes.

Keywords: inclusive education, persons with disabilities, adult education design, Nigeria, learner-centred.