Promoting Inclusive Education for Children with Disabilities in Ibadan Metropolis: The Role of Community-Based Social Work

Oluwadamilare Jesuferanmi Elijah
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Oluwadamilare Jesuferanmi Elijah: Social Work Unit Department of Behavioural Sciences Faculty of Management and Social Sciences Lead City University Email: Jferanmiolwad@gmail.com

Lead City Journal of the Social Sciences (LCJSS), 2025, vol. 10, issue 3, 192-205

Abstract: This study examines the pivotal role of community-based social work in fostering inclusive education for children with disabilities in Nigeria. Inclusive education is not only a fundamental human right but also a key pillar for social development and equity. However, children with disabilities in low-resource settings, particularly in Ibadan, continue to encounter systemic barriers such as infrastructural limitations, cultural stigma, inadequate teacher training, and poor policy implementation, all of which hinder their access to meaningful participation and quality education. Grounded in a qualitative research design, the study adopted a purposive sampling technique to select respondents from both public and private special education institutions in Ibadan, including HLA Special Education School, School for the Handicapped Sharp-Corner, Omoyeni School for Handicapped, and AIKEA Special School and Home. A total of 15 in-depth interviews were conducted with key stakeholders, including social workers, school administrators, and teachers of children with disabilities. Data was collected using semi-structured interview guides and was analyzed thematically to extract meaningful patterns and insights. Findings revealed that community-based social workers play a pivotal role in bridging the gap between families, schools, and government agencies by advocating for accessible learning environments, facilitating parental involvement, and coordinating support services. Despite challenges such as limited funding, training gaps, cultural stigma, and inadequate policy implementation, social workers employ innovative approaches, including home-based interventions, community outreach, and multi stakeholder collaboration, to promote inclusive education. The study concludes that empowering social workers and strengthening community-based systems are essential to achieving inclusive education for children with disabilities in Nigeria

Keywords: Inclusive Education; Children with Disabilities; Community-Based Social Work; Special Needs Schools; Qualitative Research, Ibadan (search for similar items in EconPapers)
Date: 2025
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