INTEGRATING ARTIFICIAL INTELLIGENCE IN TEACHING AND LEARNING FOR PERSONS WITH DISABILITIES IN NIGERIA:A TRANSFORMATIVE IMPERATIVE

Abstract

Inclusive education remains a critical challenge in Nigeria, where persons with disabilities face systemic barriers to accessing quality learning opportunities. Despite policy frameworks such as the Discrimination Against Persons with Disabilities (Prohibition) Act of 2018 and the National Policy on Education, implementation gaps persist, particularly in public institutions. This paper explores the transformative potential of Artificial Intelligence (AI) in addressing these challenges and enhancing teaching and learning for students with disabilities across Nigeria’s educational sectors. AI technologies—including adaptive learning platforms, speech-to-text converters, and assistive communication tools—offer scalable solutions that can personalize instruction, improve accessibility, and foster independent learning. However, the deployment of these technologies is hindered by infrastructure deficits, high costs, limited accessibility, and inadequate teacher preparedness. Rural schools, in particular, suffer from unreliable electricity, poor internet connectivity, and a lack of digital devices, making AI integration difficult. Additionally, most educators lack exposure to AI tools and inclusive pedagogy, further impeding effective implementation. Using a multidisciplinary approach, this study examines the barriers to AI adoption and proposes strategic recommendations for inclusive integration. It emphasizes the need for policy reform, targeted funding, teacher training, and stakeholder collaboration. The paper argues that integrating AI into Nigeria’s education system is not merely a technological upgrade but a moral imperative to ensure equity, accessibility, and social justice for learners with disabilities. By harnessing AI’s potential, Nigeria can move closer to realizing inclusive education for all.