UNIVERSAL BASIC EDUCATION AS A NEXUS FOR ACTUALISING THE RIGHT TO EDUCATION FOR LEARNERS WITH DISABILITIES IN NIGERIA: IMPLICATIONS FOR SUSTAINABLE DEVELOPMENT

Abstract

This paper examines Universal Basic Education (UBE) as a framework for actualising the right
to education for learners with disabilities in Nigeria within the context of sustainable
development. The study adopts a historical method of inquiry, drawing evidence from relevant
policy documents, international conventions, and educational reports, including UNESCO
frameworks. The analysis is anchored on the Social Model of Disability and Inclusive Education
Theory, which provide a conceptual basis for understanding the relationship between UBE
implementation, special education provision, and sustainable development goals. The study
traces the historical evolution of special education in Nigeria, examines provisions of the
National Policy on Education and the National Policy on Special Needs Education, and reviews
the objectives of the UBE programme. Findings reveal that special education in Nigeria has
progressed from missionary driven charitable interventions to more structured policy driven
frameworks; however, implementation gaps, inadequate funding, and limited infrastructure
continue to hinder effective inclusion. The study concludes that while UBE provides a strong
policy foundation for inclusive education, its effectiveness in promoting equitable access for
learners with disabilities remains constrained. It recommends strengthened policy
implementation, increased funding, and improved teacher preparation for inclusive education
delivery.