ABUJA — Disability advocates and other stakeholders have called for stronger implementation of inclusive education policies for children with intellectual disabilities across Nigeria. They said more practical support was needed to ensure that children with disabilities could participate meaningfully in education and community life. Inclusive education is based on the principle that children should have opportunities to learn regardless of disability or other barriers. However, placing children in schools without providing appropriate support does not necessarily create genuine inclusion. Schools may need trained teachers, specialised learning materials and facilities that allow students with different needs to participate. Teacher training is therefore important. Educators need to understand different forms of disability and learn methods for adapting lessons to individual students. Classroom assistants and specialist professionals may also be necessary in some cases. Early identification and intervention can make a significant difference. Children who receive appropriate support at an early age may have better opportunities to develop communication, learning and social skills. Families need access to information so they can seek assistance when concerns arise. Infrastructure also matters. Schools need facilities that are accessible to children with different physical and learning needs. While intellectual disabilities may not always require physical modifications, schools must still provide appropriate learning environments and support structures. Inclusive education also benefits other students by encouraging respect, cooperation and understanding of differences. It can help reduce stigma and ensure that children grow up recognising disability as part of society rather than something that should lead to exclusion. Policy implementation remains a challenge. Nigeria has policies and legal frameworks addressing the rights of persons with disabilities, but stakeholders have repeatedly called for stronger implementation. Schools may lack resources to translate policy commitments into everyday practice. Funding is therefore an important part of inclusion. Government budgets need to provide resources for teacher training, learning materials and support services. Partnerships with disability organisations can also help schools develop appropriate programmes. Parents play a central role as well. Families should be involved in decisions about children's education and receive regular information about their progress. Schools can create stronger relationships with parents through meetings and individual support plans. Data can help authorities understand the scale of the challenge. Education systems need reliable information about children with disabilities, school attendance and the support services available. Without accurate data, planning can be difficult. Inclusive education should also extend beyond primary and secondary school. Young people with disabilities need opportunities for vocational training, higher education and employment. Developing skills can increase independence and participation in society. The call for stronger inclusion reflects the broader principle that every child should have an opportunity to learn and develop. Providing access is only the first step; education systems must also ensure that students receive the support necessary to benefit from schooling. Nigeria's progress in inclusive education will therefore depend on implementation, funding, teacher development and community awareness. Stronger support for children with intellectual disabilities can help ensure that education serves all learners rather than leaving some children behind.