Management of Inclusive Education Programmes in Public Primary Schools in Kaduna State: A Professional Appraisal

This study appraises the management of inclusive education programmes in public primary schools in Kaduna State, North West Nigeria, with a focus on administrative structures, resource management, and programme accountability. School administrators occupy a central position in the successful operationalisation of inclusive education, yet professional preparation for this role is inconsistently provided across Nigerian institutions. This study employs a descriptive survey design targeting one hundred and twenty school administrators, special education coordinators, and senior teachers in Kaduna State. A structured questionnaire assessing management competencies, programme documentation practices, and coordination mechanisms is administered. Data are analysed using mean scores, standard deviation, and one-way analysis of variance. The study examines how funding management, teacher deployment, stakeholder communication, and external supervision influence programme outcomes. Findings are expected to reveal significant managerial capacity gaps, particularly regarding the documentation of Individual Education Plans and the coordination of support services. Recommendations include mandatory professional development for school administrators on special education management and the institutionalisation of a special education quality assurance unit within the Kaduna State Ministry of Education. The study contributes practical knowledge to ongoing efforts to professionalise inclusive education leadership in Nigerian schools and to align school-level management practices with the requirements of national and international disability inclusive education frameworks. Keywords: inclusive education management, school administrators, Kaduna State, professional development, programme accountability.