UBC Theses and Dissertations

UBC Theses Logo

UBC Theses and Dissertations

United Nations sustainable development goal 4 : exploring inclusive education of students with developmental disabilities in Lagos State, Nigeria Adekunle, Adetunji Noah


In Nigeria, students with disabilities including developmental disabilities (e.g., autism spectrum disorder, intellectual disabilities) account for a rising number of students, or potential students in schools (Adeniyi, Owolabi, & Olojede, 2015). Since the inception of the United Nations Sustainable Development Goals, specifically SDG 4 in the year 2015, many schools seem to be running inclusion practices in Nigeria. Meaningful inclusive practices consist of both academic and social inclusion in the classroom and school community (Sokal& Katz, 2015) This study used a single case qualitative case study design to explore an inclusive school with two students with developmental disabilities attending inclusive classrooms, drawn from a school of over 712 pupils of early years to Year 6 (Between ages 3-11 years), five mainstream teachers, including mainstream teachers for the two students with developmental disabilities, two learning assistants, two special needs teachers, two peers and two parents of students with developmental disabilities. Data were collected through semi-structured interviews with the participants via UBC zoom and documents analysis. Themes and subthemes emerged from the data and were analysed using thematic analysis. The findings suggest the key impact of funding, teacher training, school environment, socio-cultural beliefs etc. play in the success of inclusive education for students with developmental disabilities. Additional findings suggest that students with developmental disabilities experienced meaningful inclusion in the social life of the classroom when they are included in the group and when their individual learning goals were woven into classroom activities and daily classroom routines school while the academic life of the classroom for students with developmental disabilities is in an adapted or restricted role

Item Media

Item Citations and Data


Attribution-NonCommercial-NoDerivatives 4.0 International