Inclusion entails that every individual can engage with the broader society. Therefore, it is concerned with equity and social justice (Ainscow et al., 2006). However, this construction has been criticised as Western-centric and undermines inclusive aspects of African society (Walton, 2018). Therefore, understanding and implementation may be challenged in African societies like Nigeria. To better understand inclusion in Nigeria, and to avoid the ‘language of the coloniser’ , parents and students with SEN/D were interviewed in the Yoruba language in an inclusive public secondary school in the remote part of Lagos State. The preliminary finding indicates that the majority in remote areas believe that disabilityit is the person’s impairment that is disabling, and disabled people need to try to fit into the general society. This reflects their understanding of disability as within-person (Goodley, 2016). Hence, society does not need to make required adjustments to ensure disabled people are empowered to function within the society maximally. In my research I am challenging this perspective and considering disability and inclusive education from a rights-based perspective, but with movement away from western-imposed (colonial) ideas of inclusion.

Ainscow, M., Booth, T., Dyson, A., Farrell, P, Frankham, J, Gallannaugh, F, Howes, A & Smith, R (2006). Improving schools, developing inclusion. London: Routledge. Goodley, D. (2016). Disability Studies: An Interdisciplinary Introduction. 2nd ed. London: Sage Publisher. Walton, E. (2018). Decolonising (through) inclusive education? Educational Research for Social Changes, 7, pp.31–45.