The concept of inclusion has its origin from special education, which was recently branded by UNESCO as Education for All (EFA). However, looking at it beyond basic education, inclusive higher education is an area that recently got attention even among the developed countries. This is seen as the incorporation of students with different disabilities into various of academic disciplines of their choice in higher education. Similarly, this is expected to come along with policies, practices, and programmes that will govern the flexibility, facilities, and resources that would enable this category of students to complete their studies along with non-disabled peers and take pride in their identity. Consequently, the intention of this paper is to explore the trends and practices of Nigerian higher education system in an effort to ensure inclusive higher education. In order to achieve the stated objectives, this study employed document and content analysis to obtain data and other relevant information from both the macro and micro levels. Accordingly, one of the major findings of this study shows that there was no clear policy in the Nigerian higher education system for inclusive education. However, higher educational institutions were discovered to give a few privileges specifically on entry requirements and provide a few outdated facilities to help this category of students. As a result, this paper strongly recommends immediate policy borrowing and contextualisation for inclusive higher education policies from countries that enacted and implemented such policies with positive outcomes.
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