Assessment of Inclusive Education Practices in Public Primary Schools in Enugu State

This study examines the extent to which inclusive education practices are implemented in public primary schools in Enugu State, South East Nigeria. Inclusive education, which advocates for the placement of learners with disabilities alongside their non-disabled peers, has gained renewed attention in Nigerian educational policy following the domestication of the United Nations Convention on the Rights of Persons with Disabilities. Despite policy commitments, empirical evidence suggests that implementation remains uneven across states. The study adopts a descriptive survey design, targeting classroom teachers, head teachers, and parents of children with special needs in selected schools across Enugu metropolis. A structured questionnaire and observation checklist serve as the primary instruments for data collection. Data will be analysed using frequency counts, percentages, and mean scores. The study investigates the availability of adaptive learning materials, teacher preparedness, attitudinal barriers, and infrastructural accessibility. Findings are expected to reveal significant gaps between policy intentions and classroom realities. The study contributes baseline knowledge on local inclusive education conditions and recommends targeted in-service training for teachers, procurement of assistive resources, and stronger collaboration between the state Ministry of Education and special education professionals. Results will be useful to school administrators, curriculum planners, and non-governmental organisations working in disability and education advocacy across Nigeria. Keywords: inclusive education, primary schools, Enugu State, disability, teacher preparedness.