ABUJA — Nigerian universities have been urged to strengthen support services for students with disabilities and improve campus accessibility as part of efforts to make higher education more inclusive. Stakeholders said students with disabilities should be able to participate fully in academic activities without facing avoidable physical or administrative barriers. Inclusive education requires more than admitting students. Universities need facilities and systems that allow students to move around campuses, access learning materials and participate in examinations and other academic activities. Accessible buildings, ramps, appropriate toilets and clear pathways can make a significant difference to students with mobility challenges. Students with visual or hearing impairments may require additional support. Accessible digital materials, assistive technologies, sign-language interpretation and adapted examination arrangements can help students participate more effectively. Universities should assess the needs of individual students while protecting their privacy and dignity. Academic staff also need awareness and training. Lecturers may not always understand how to adapt teaching materials or assessment methods for students with different needs. Professional development can help staff develop inclusive classroom practices. Student support units can coordinate services and help students navigate university systems. Such offices can also connect students with assistive technology and counselling where appropriate. Accessibility benefits the wider university community as well. Clear signage, accessible digital platforms and well-designed facilities can improve usability for many students and staff. Inclusive design can therefore be viewed as an improvement to campus quality rather than a specialised service for a small group. Funding is a major consideration. Retrofitting older university buildings can be expensive, while new construction provides an opportunity to incorporate accessibility from the beginning. Universities can include accessibility requirements in building and procurement standards. Technology can also reduce some barriers. Digital textbooks, screen-reading software and online learning platforms can give students additional ways to access course content. However, digital systems must themselves be designed to accommodate different users. Accessibility should be considered during the selection and development of educational technology. Student participation can improve institutional policies. Universities can consult students with disabilities when designing services because they understand practical barriers that may not be obvious to administrators. Feedback systems can identify problems and help institutions measure progress. Inclusive higher education also has wider social benefits. Graduates with disabilities who acquire professional qualifications can contribute to the workforce and become economically independent. Removing unnecessary barriers therefore supports both individual opportunity and national development. Universities have a responsibility to comply with relevant laws and standards while also creating cultures of respect. Students should not have to repeatedly defend their right to access education. Stronger support services can help institutions meet that responsibility. The call for improved accessibility highlights the importance of viewing higher education as an opportunity that should be available to qualified students regardless of disability. With appropriate infrastructure, staff training, technology and institutional support, Nigerian universities can create campuses where more students are able to learn and succeed.