Barriers to Enrolment of Children with Multiple Disabilities in Government Schools in Adamawa State

This study examines the barriers to enrolment of children with multiple disabilities in government schools in Adamawa State, North East Nigeria. Children with multiple disabilities, defined as those presenting with two or more concurrent disabling conditions, face the most severe educational exclusion in Nigerian society, with government school enrolment rates for this group estimated to be extremely low. Adamawa State, which has experienced significant displacement due to insecurity in recent years, presents a uniquely challenging context in which disability intersects with humanitarian vulnerability. The study adopts a mixed-methods design, combining quantitative data from a household enumeration survey conducted across four local government areas with qualitative focus group discussions with parents, community leaders, and government school headteachers. Quantitative data are analysed using descriptive statistics, while qualitative data undergo thematic analysis. The study investigates barriers across five domains: physical accessibility, financial constraints, attitudinal stigma, lack of qualified teachers, and absence of relevant curricula. Findings are expected to identify attitudinal stigma as the most pervasive barrier, followed by inadequate school infrastructure. Recommendations include mandatory disability inclusion training for school enrolment officers, conversion of select government schools into model inclusive schools with adapted facilities, and targeted outreach to communities hosting displaced populations with disabilities. The study offers critical evidence to the Adamawa State Government and international humanitarian organisations operating in the region. Keywords: multiple disabilities, school enrolment, barriers, Adamawa State, government schools.