Adoption of Inclusive Education Practices for Children with Visual Impairments in Katsina State

This study examines the adoption and implementation of inclusive education practices for children with visual impairments in primary schools in Katsina State, North West Nigeria. Inclusive education, which seeks to integrate learners with disabilities into mainstream classroom settings with appropriate support, is a policy commitment of the Nigerian Federal Government under the National Policy on Education. However, implementation gaps remain particularly pronounced in northern states where disability awareness, teacher training, and adapted learning materials are limited. This research employed a descriptive survey design involving 210 teachers, 40 special education coordinators, and 65 parents of children with visual impairments across eight schools in Katsina and Dutsin-Ma local government areas. Data were collected using the Index for Inclusion Questionnaire and semi-structured interviews. Results reveal that most inclusive classrooms lacked tactile learning materials, Braille resources, and trained vision impairment specialists. Teachers expressed willingness to include pupils with visual impairments but reported inadequate skills and resources. Parental satisfaction with their children's inclusion experience was mixed, with many citing social isolation as a concern. The study recommends urgent investment by the Katsina State Universal Basic Education Board in adaptive technology, specialist training, and structured peer mentorship programmes to improve the inclusion experience of visually impaired pupils. Keywords: inclusive education, visual impairments, primary schools, Katsina State, adaptive learning.