Provision of Vocational Education for Persons with Disabilities in Anambra State

This study investigated the provision of vocational education for persons with disabilities in Anambra State, South East Nigeria. Inclusive education policies mandate that all learners, including those with physical and sensory disabilities, have access to quality vocational training, but implementation in Nigerian special schools and inclusive settings remains problematic. The study used a descriptive survey design, targeting 120 special education teachers and administrators from 12 schools in three educational zones. Data were gathered using a structured questionnaire and document review of school records. Findings showed that fewer than 25 percent of schools had adapted vocational facilities for wheelchair users, and sign language interpreters were unavailable in most workshops. Teachers lacked specialized training in adapting vocational instruction for students with diverse learning needs. The study also found that most vocational options offered to students with disabilities were limited to low-skill crafts such as bead-making and basket weaving, rather than more economically valued trades. The study recommends that the Anambra State Special Education Board develop a comprehensive inclusive vocational education policy, train teachers in adaptive instruction, and retrofit vocational facilities for accessibility. Partnerships with disability rights organizations and the National Commission for Persons with Disabilities should be pursued to mobilize resources and advocacy. Keywords: disability, vocational education, inclusive education, Anambra State, special schools.