Community Awareness and Attitudes Toward Disability and Inclusive Schooling in Rural Zamfara State

This study assesses the level of community awareness and attitudes toward disability and inclusive schooling among rural communities in Zamfara State, North West Nigeria. Community attitudes toward disability significantly influence whether children with disabilities are enrolled in school, remain enrolled, and are socially supported within their educational environments. In rural areas of Zamfara State, where traditional belief systems and limited access to information intersect with deep poverty, community attitudes represent a critical environmental determinant of educational access for children with disabilities. Using a descriptive survey design, the study samples five hundred community members, including parents, community leaders, and Islamic scholars, from five rural local government areas. A culturally adapted disability attitude scale and awareness questionnaire are administered. Data are analysed using descriptive statistics, t-tests, and one-way analysis of variance to compare attitudes across demographic groups. The study also holds three focus group discussions to explore qualitative dimensions of community perspectives, particularly the influence of Islamic teachings on attitudes toward disability. Findings are expected to reveal mixed attitudes, with strong humanitarian impulses coexisting with persistent stigmatising beliefs rooted in spiritual explanatory models. Recommendations include community dialogue programmes led by respected Islamic scholars and the integration of disability awareness into existing adult literacy and community development programmes in Zamfara State. Keywords: community awareness, disability attitudes, inclusive schooling, Zamfara State, rural communities.