ABUJA — The Joint Admissions and Matriculation Board's Equal Opportunity Group has facilitated the admission of 4,216 candidates with disabilities into universities, polytechnics and colleges of education over the past decade. Emeritus Professor Peter Okebukola, chairman of the group, disclosed the figure during a national stakeholder engagement on inclusivity and higher education in Abuja. The initiative was established to help candidates with disabilities participate in the Unified Tertiary Matriculation Examination and gain admission into tertiary institutions. According to the figures presented, an average of about 53 per cent of participating candidates gained admission annually. The programme reflects efforts to address barriers that can prevent people with disabilities from accessing higher education. Candidates may face challenges related to examination centres, accessibility, assistive technology and communication. Addressing these issues can improve their ability to compete on equal terms. Inclusive education is important because tertiary education provides opportunities for professional development and employment. Students with disabilities should have access to the same academic opportunities as other candidates, with reasonable support where necessary. JAMB's initiative provides a mechanism through which some of these barriers can be addressed during the admission process. The stakeholder engagement also considered the potential role of artificial intelligence in strengthening inclusive education. Technology can provide tools that assist candidates with visual, hearing or other disabilities. Screen-reading systems, speech recognition and adaptive learning technologies are examples of tools that can improve access when properly deployed. However, technology alone cannot solve every accessibility challenge. Institutions must also provide accessible buildings, learning materials and support services. Lecturers and administrative staff require awareness and training so that students receive appropriate assistance. Universities and other tertiary institutions also have a responsibility to create inclusive learning environments. Accessibility should be considered in the design of classrooms, laboratories, libraries and online platforms. Admission is only the first step. Students need support to complete their programmes successfully. Financial assistance can also be important because students with disabilities may face additional costs related to mobility, assistive devices or specialised learning materials. The progress recorded by the JAMB Equal Opportunity Group demonstrates that targeted interventions can improve access. However, the figures also show that thousands of candidates have participated over a decade, meaning there is still room to expand the initiative. Stakeholders have called for continued collaboration among examination authorities, universities, disability organisations and government agencies. Such cooperation can help identify barriers and develop practical solutions. Inclusive higher education also benefits society by allowing more people to contribute their skills to the economy. Graduates with disabilities can become professionals, entrepreneurs, researchers and public servants when given appropriate opportunities. The challenge is therefore to ensure that disability does not become a barrier to education. The JAMB programme provides one avenue for improving access, while universities must continue strengthening support after admission. The latest figures offer evidence of progress but also point to the need for sustained investment in inclusive education. With better accessibility, technology and institutional support, more candidates with disabilities can participate successfully in Nigeria's tertiary education system.