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.