Navigating Inclusive Education: Rural Parents' Experiences of Raising Children with Disabilities in Regular Schools

Abstract

Despite Nigeria’s commitment to inclusive education, enrolment of children with disabilities in regular schools does not 
necessarily ensure meaningful participation or access to appropriate educational support, particularly in rural 
communities. This study explored how rural parents experience and navigate inclusive education for their children with 
disabilities in regular schools, with a focus on educational barriers and parental coping strategies. A phenomenological 
qualitative design was employed with 19 rural parents of children with disabilities, recruited through a snowball sampling 
approach. Data were collected through approximately 60-minute semi-structured interviews. Interviews were digitally 
recorded, transcribed verbatim, and analysed inductively using thematic content analysis. Six themes emerged: parents’ 
lived experiences of inclusive schooling, educational barriers within regular schools, teacher-related experiences, financial 
burden of inclusion, social experiences of parents and children with disabilities, and parents’ resilience. Findings showed 
that parents experienced considerable emotional strain while maintaining hope in their children’s potential and progress. 
Major barriers included inadequate learning materials and assistive devices, transportation difficulties, limited school
based support services, inadequate teacher preparation, child neglect, weak teacher-parent communication, financial 
constraints, and social exclusion. Despite these challenges, parents demonstrated resilience through home-based academic 
support, school-related advocacy and financial sacrifice. The study concludes that meaningful inclusion in rural Nigerian 
schools requires more than physical placement. Responsive teacher preparation, accessible learning resources, stronger 
school-family partnerships, financial and transportation support, and inclusive practices that foster participation and belonging are necessary to translate enrolment into substantive educational inclusion. These findings highlight parents as 
active agents whose experiences should inform inclusive-education policy, school practice, and support interventions.