Stakeholder Participation in Educational Planning for Children with Disabilities in Rivers State

This study examines the nature and level of stakeholder participation in educational planning for children with disabilities in Rivers State, South South Nigeria. Stakeholder participation, encompassing the involvement of parents, teachers, community representatives, persons with disabilities, and civil society organisations in educational planning processes, is a fundamental principle of inclusive governance and disability-responsive education systems. In Rivers State, while policy documents increasingly reference stakeholder engagement, the mechanisms through which this occurs at both state and school levels remain poorly documented. Using a descriptive mixed-methods design, the study surveys two hundred stakeholders across school, local government, and state levels, supplemented by focus group discussions with parent associations and disability advocacy groups. Quantitative data are analysed using descriptive statistics and chi-square tests, while focus group data are subjected to thematic analysis. The study assesses the frequency, formality, and perceived influence of stakeholder participation across planning domains including curriculum development, resource allocation, school policy, and programme evaluation. Findings are expected to reveal that participation is largely consultative rather than collaborative, with parents and persons with disabilities having the least influence in formal planning processes. Recommendations include establishing disability-inclusive school governance committees and integrating civil society representation into state education planning structures in Rivers State. Keywords: stakeholder participation, educational planning, disability, Rivers State, inclusive governance.