Inclusive Education Policy and Practices for Students with Disabilities in Federal Universities in the South East

This study analyses inclusive education policies and their implementation for students with physical and learning disabilities in federal universities in the South East geopolitical zone of Nigeria. Inclusive higher education, which guarantees equitable access and meaningful participation for students with disabilities, is enshrined in Nigeria's Disability Act and aligned with the principles of the United Nations Convention on the Rights of Persons with Disabilities. However, the translation of these policy commitments into campus practice in South East federal universities has not been empirically documented. The study employs a mixed methods design and samples 200 students with disabilities, disability support officers, and academic administrators from two federal universities in Enugu and Abia States. Validated questionnaires, structured interviews, and campus accessibility audits are used for data collection, and analysis employs regression analysis and thematic coding. The study draws on the Social Model of Disability in higher education. Findings reveal significant gaps between stated inclusive education policies and campus realities, including inaccessible physical infrastructure, lack of assistive technologies, inadequate disability support personnel, and lecturer attitudes that marginalise students with disabilities. Recommendations include the mandatory appointment of disability support officers, accessible campus renovation plans, and sensitivity training for all academic staff in South East federal universities. Keywords: inclusive education, disability, university access, higher education policy, South East Nigeria.