Intersectionality of Disability and Gender in Access to Educational Psychological Services in South West Nigeria

This study examines the intersecting effects of disability type and gender on access to educational psychological services among school-age children and adolescents in South West Nigeria. The intersectionality framework posits that individuals with multiple marginalised identities face compounded disadvantages in accessing services, yet its application to the education and disability services interface in Nigeria remains largely theoretical. The study employs a mixed-methods design, combining quantitative data from 200 parents of children with disabilities across Lagos, Ogun, and Oyo States with qualitative interviews involving 30 parents and 20 educational psychologists. A researcher-developed access barriers questionnaire and a service utilisation record were used. Quantitative data were analysed using binary logistic regression and chi-square tests, while qualitative data underwent intersectional thematic analysis. Results indicate that girls with physical disabilities and boys with intellectual disabilities face the greatest barriers to accessing educational psychological services, though the nature of barriers differs: girls encounter attitudinal biases that prioritise male siblings' needs, while boys with intellectual disabilities face more frequent misdiagnosis. Socioeconomic status intersects with both disability and gender to further stratify access. The qualitative data reveal that families in rural areas face compound barriers of distance, cost, and disability stigma. These findings call for the development of equity-sensitive service delivery models in South West Nigeria. State Ministries of Education are advised to establish mobile psychological assessment services and community outreach programmes targeting underserved disability-gender groups. Keywords: intersectionality, disability, gender, educational psychological services, South West Nigeria.