THE ROLE OF EDUCATIONAL POLICY IN PROMOTING INCLUSIVE EDUCATION IN ENUGU STATE SCHOOLS

Abstract

This study examined the role of educational policy in promoting inclusive education in schools in Enugu State. The research specifically focused on the extent to which state educational policies ensure the enrollment and regular attendance of learners with disabilities, the availability and adequacy of teaching aids, and the institutional challenges that hinder effective policy implementation. A descriptive survey design was adopted, and data were collected from teachers and school administrators in selected public primary and secondary schools using structured questionnaires. The collected data were analyzed using mean scores and standard deviations to determine respondents’ perceptions. The findings revealed that educational policies in Enugu State are inadequately implemented, teaching aids are insufficient, and institutional challenges, such as limited administrative support, poor funding, and lack of teacher training, hinder effective inclusive education practices. The study concluded that while policies exist, their practical impact is limited due to weak implementation mechanisms and institutional constraints. It recommends strengthened policy enforcement, provision of adequate resources, continuous teacher training, and enhanced administrative support to improve inclusive education outcomes in Enugu State schools.