Provision of Special Education Services and Inclusive Learning in Primary Schools in Bayelsa State

This study examines the provision of special education services and the practice of inclusive learning in public primary schools in Bayelsa State, South South Nigeria. Inclusive education, which aims to accommodate children with disabilities and special learning needs within mainstream classrooms, is a policy commitment enshrined in Nigeria's national education policy and aligned with international frameworks including the Sustainable Development Goals. However, the degree to which primary schools in Bayelsa State have operationalised inclusive education policies in terms of trained staff, adapted materials, and accessible facilities remains poorly documented. The study adopts a descriptive survey design and samples 280 headteachers, teachers, and special education officers from 35 primary schools across Southern and Central Ijaw local government areas. Questionnaires and structured interviews are used for data collection, and analysis employs mean ratings and chi-square tests. The study draws on the Social Model of Disability. Findings reveal significant gaps in teacher training for inclusive education, shortage of specialised learning materials, and near-total absence of accessibility infrastructure in sampled schools. Many schools report having children with disabilities enrolled but without appropriate educational support. The study recommends urgent investment in teacher training for inclusive pedagogy and the adoption of a statewide inclusive education implementation plan in Bayelsa State. Keywords: special education, inclusive learning, disability, primary schools, Bayelsa State.