Implementation of the National Policy on Special Education in Public Schools in Kwara State

This study investigates the extent of implementation of Nigeria's National Policy on Special Education in public schools in Kwara State, North Central Nigeria. The National Policy on Special Education, which has undergone several revisions aligned with international frameworks, provides comprehensive provisions on school identification, curriculum adaptation, personnel deployment, funding, and institutional arrangements for students with disabilities. However, the translation of this policy into school-level practice has been inconsistently evaluated across Nigerian states. Using a mixed-methods design, the study employs policy document analysis, a structured implementation checklist administered across forty public schools, and key informant interviews with fifteen education officials and school administrators. The implementation checklist is scored against specific policy provisions, and findings are triangulated with interview data. Descriptive statistics are used to quantify implementation levels, while thematic analysis illuminates barriers and enablers. The study assesses implementation across six policy domains: identification and assessment, curriculum and instruction, personnel, funding, facilities, and community engagement. Findings are expected to reveal partial implementation, with the most significant gaps in curriculum adaptation, personnel allocation, and community engagement. Recommendations include establishing a dedicated state implementation monitoring framework and designating a Special Education Policy Implementation Officer within the Kwara State Ministry of Education. Keywords: national policy, special education, implementation, Kwara State, public schools.