Study of the Intersection of Disability and Gender in Access to Education in Ogun State

Women and girls with disabilities occupy a doubly marginalised position in many Nigerian contexts, facing compounded exclusion from educational opportunities due to both gender and disability-related barriers. This study investigates the intersection of disability and gender in access to education in Ogun State, focusing on Abeokuta South, Ijebu Ode, and Sagamu Local Government Areas. A mixed-method design was adopted, with 160 women and girls with disabilities and 60 family members, teachers, and disability advocacy workers forming the sample. Structured questionnaires and focus group discussions provided data, analysed using descriptive statistics and content analysis. Findings show that girls with disabilities have significantly lower school enrolment rates than boys with disabilities and non-disabled girls in the study area. Parental attitudes that prioritise physical care over education for disabled daughters, inaccessible school infrastructure, teacher unpreparedness, and peer stigma emerge as the dominant barriers. Schools with disability-inclusive facilities and trained teachers enrol higher proportions of girls with disabilities. Recommendations include disability-gender mainstreaming in Ogun State education policy, infrastructure retrofits in public schools, and training of teachers in inclusive education approaches. This study contributes to intersectionality and disability gender literature in South West Nigeria. Keywords: disability, gender, education access, Ogun State, intersectionality