Examination Accommodations for Students with Disabilities in Nigerian Universities

This study investigates the provision and utilisation of examination accommodations for students with disabilities in Nigerian universities. Examination accommodations, such as extended time, alternative format materials, scribes, separate examination rooms, and use of assistive technology, are widely recognised as essential equity measures enabling students with disabilities to demonstrate their knowledge without being disadvantaged by the testing format itself. Despite provisions in the Persons with Disabilities Act and institutional disability policies in select Nigerian universities, systematic evidence on how accommodations are provided, utilised, and experienced remains limited. Adopting a descriptive survey design, the study samples three hundred students with disabilities across six federal universities drawn from all six geopolitical zones of Nigeria. A structured questionnaire assessing awareness of accommodation rights, utilisation patterns, and satisfaction with provided accommodations is administered. Data are analysed using descriptive statistics and chi-square tests. The study also conducts interviews with student affairs personnel to understand institutional perspectives on accommodation logistics and challenges. Findings are expected to reveal that many students are unaware of their accommodation rights or face bureaucratic obstacles in accessing them. Recommendations include developing a national framework for examination accommodations in tertiary institutions, mandatory training for examination officials, and peer-led disability rights awareness campaigns on university campuses. The study directly informs equity policy for persons with disabilities in Nigerian higher education. Keywords: examination accommodations, students with disabilities, Nigerian universities, equity, higher education.