Abstract

Inclusive education for children with disabilities (CWDs) in rural contexts remains a pressing policy and developmental challenge, particularly in Sub-Saharan Africa. This study quantitatively examined the pathways through which CWDs access, participate in, and benefit from rural basic education systems in Nigeria. A cross-sectional survey of 1,050 children across 80 rural schools was conducted, measuring school attendance, academic outcomes, and psychosocial engagement. Independent variables included teacher training, school accessibility, family support, and community engagement. Multiple regression analyses with interaction terms were employed to determine the influence of individual and combined pathways on inclusion outcomes. Results indicated that teacher training and school accessibility were the strongest predictors of inclusion, while family and community support further enhanced outcomes. Significant interaction effects suggested that multi-level interventions are more effective than isolated measures. The study concluded that meaningful inclusion requires simultaneous attention to instructional quality, infrastructural adaptation, and socio-cultural support, consistent with the Capability Approach and the Social Model of Disability. These findings provide evidence for policymakers, educators, and development agencies seeking to enhance educational equity and learning outcomes for CWDs in rural schools.