Towards an Inclusive Pedagogy Framework for Students with Learning Disabilities in Nigerian Secondary Schools

This study develops and empirically validates an inclusive pedagogy framework for secondary school students with learning disabilities in Nigerian secondary schools, drawing evidence from schools in Lagos, Enugu, and Kogi states. Despite legislative commitments to inclusive education, the operationalisation of inclusive pedagogy for students with learning disabilities in mainstream Nigerian secondary schools remains theoretically underdeveloped and empirically under-evidenced. The study employs a multi-phase design integrating systematic evidence synthesis, expert consultation using Delphi methodology, a randomised controlled trial comparing inclusive pedagogy intervention versus standard instruction for 180 students with identified learning disabilities, and narrative inquiry with 24 students and 18 teachers. Mixed analytical methods include meta-analytical review, Delphi consensus analysis, ANCOVA for trial data, and interpretive narrative coding. The study extends Norwich and Lewis's Distinct Needs Model, UNESCO's Inclusive Education Framework, and the Universal Design for Learning principles to generate a validated, Nigeria-specific inclusive pedagogy model. Findings are anticipated to produce a six-dimension inclusive pedagogy framework with demonstrated effectiveness for students with dyslexia, dyscalculia, and attention-related learning challenges. Recommendations target the Federal Ministry of Education, NCCE, and TRCN on embedding the framework in teacher preparation standards and secondary school quality assurance systems. Keywords: inclusive pedagogy, learning disabilities, secondary schools, Nigeria, universal design for learning