AND PROSPECTS

Nigeria has made some efforts to educate all of its citizenry, including those with disabilities. And, it has struggled to make sure that programs are available to those who need them. However, its traditional, sociocultural, and educational problems have prevented some programmatic consistency and progress. As a result, the special education delivery system has faltered. This article analyzes contexts, problems, and prospects of special education in Nigeria. Demographically, Nigeria is the most populous nation in the continent of Africa today. It gained its independence from Britain on October 1, 1960; and since its independence about 50 years ago, it has experienced many political and socioeconomic problems that have retarded its progress (Damachi, 1972; Diamond, 1989). For example, the Nigerian government has been unable to eradicate corruption, nepotism, and tribalism, the three axes of evil affecting its general and special education advancements. The running of the country between civilian and military rules, with more years of military government rule than civilian government, has perpetuated corruption and power grabbing of a few citizens (Obiakor, 1998). As a result, the dream of most Nigerians is to get a government job or political position where the least amount of labor is needed to acquire wealth. Olatuji, 2010)