This Monitoring Checklist is developed as a tool to guide the mainstreaming of the inclusivity and accessibility needs of children with disabilities into the design, planning and implementation of inclusive education at primary and secondary school levels. It is designed to guide the formulation and implementation of inclusive education laws, policies, programmes and activities, as well as buildings, materials, technologies, audiovisuals, publications and documents, etc.

1. MONITORING CHECKLIST FOR THE IMPLEMENTATION OF INCLUSIVE EDUCATION
IN LAGOS STATE
BY
ADEBUKOLA S. ADEBAYO
This project is a Digital Artifact submitted in partial fulfillment of course
requirement for the
4-week online course on
Increasing Citizen Engagement
Developed by the World Bank and delivered through Coursera.
(March/April, 2015)

2. MONITORING CHECKLIST FOR THE IMPLEMENTATION OF INCLUSIVE EDUCATION
IN LAGOS STATE
USERS GUIDE
Background
Inclusion is the acceptance of all people regardless of their differences. It is about appreciating
people for who they are because even though we are all different, we are one. Inclusion allows
people to value differences in each other by recognizing that each person has an important
contribution to make to our society (Shafik Abu-Tahir as cited in Dattilo, 2002, p. 26).
Within the context of education, Inclusion is seen as a process of addressing and
responding to the diversity of needs of all learners through increasing participation in
learning, cultures and communities, and reducing exclusion within and from education.
It involves changes and modifi cations in content, approaches, structures and
strategies, with a common vision which covers all children of the appropriate age range
and a conviction that it is the responsibility of the regular system to educate all children.
(Cited in “Guidelines for Inclusion: Ensuring Access to Education for All.”
UNESCO, 2005)
“… schools should accommodate all children regardless of their physical,
intellectual, social, emotional, linguistic or other conditions.“ This should include
disabled and gifted children, street and working children, children from remote or
nomadic populations, children from linguistic, ethnic or cultural minorities and
children from other disadvantaged or marginalised areas or groups.” (Cited in
“Guidelines for Inclusion: Ensuring Access to Education for All.” UNESCO, 2005)
reasons for Inclusive Educationn
Inclusive education is a human right, it’s good education, and it
makes good social sense.

3. 1. 1. All children have the right to learn together.
2. Children should not be devalued or sent away because of their
disability, gender, background, and poverty or learning difficulty.
3. There are no legitimate reasons to separate children for their
education. Children belong together – with advantages and benefits
for everyone.
4. Research shows children do better, academically and socially, in
inclusive settings.
5. There is no teaching or care in a segregated (special) school which
cannot take place in an ordinary school.
6. Given commitment and support, inclusive education is a more
efficient use of educational
resources.
7. Segregation teaches children to
be fearful, ignorant and breeds
prejudice.
8. All children need an education
that will help them develop
relationships and prepare them
for life in the mainstream.
9. Only inclusion has the potential to
reduce fear and to build
friendship, respect and
understanding. ( Extracted from Training Materials prepared by Education Sector
Support Programme in Nigeria ESSPIN, 2012)
To achieve inclusive and accessible educational institutions in Nigeria, all public and private
local and international agencies responsible for the administration and management of
education among other stakeholder need to engage with citizens through their network of
DPOs and CSOs to:
 make relevant input into processes of policy design, planning and implementation;
 Provide support in the area of capacity-building
 Serve as channel for effective dissemination of information to PWDs;

4.  Mobilize PWDs to effectively participate in the process of monitoring implementation
and evaluating impacts on citizens;
 Organize mechanisms and processes of providing feedback to government and other
stakeholders;
 Mobilize PWDs to hold government accountable.
There are no sufficient legislative and/or policy frameworks inNigeria which comprehensively
provides for the inclusion and access of children with disabilities into mainstream or regular
primary and secondary schools. Accordingly, this Monitoring Checklist is substantially based on
the views and experiences of PWDs selected from the six (6) major disability clusters: blind,
deaf, intellectual disabilities, spinal cord injured,physical disabilities and persons affected by
leprosy respectively. Views and experiences of other stakeholders in the fields and sub-fields of
education and special education respectively including the State Ministry of Education, State
Universal Basic Education Board (SUBEB), Local Government Education Authority (LGEA),
Association of Special Education Teachers, the academia, mainstream CSOs and the Media were
also considered. Key inputs were also drawn from relevant international statute documents
including the UNCRPD, among others.
Rationale
This Monitoring Checklist is developed as a tool to guide the mainstreaming of the inclusivity
and accessibility needs of children with disabilities into the design, planning and
implementation of inclusive education at primary and secondary school levels.
It is designed to guide the formulation and implementation of inclusive education laws, policies,
programmes and activities, as well as buildings, materials, technologies, audiovisuals,
publications and documents, etc.
Objectives
This Monitoring Checklist is developed with a view to achieving the following
objectives:
 Identify institutional, infrastructural and manpower gaps, current trends and situations in the
administration of inclusive education in Lagos State;

5.  Earmark the resource mobilization sources with reference to public private sector support for
the inclusive schools; and
 identify key policy impacts of the implementation of the Lagos State Special People’s Law on the
education sector.
Expected Outcomes
It is expected that through the use of this Monitoring Checklist, citizens will be better empowered to
hold the Lagos State government more accountable, transparent and responsive towards the proper
implementation of the Policy on Inclusive Education.
It is also expected that there shall be a significant improvement in the level of inclusivity and access for
children with disabilities through the inclusive schools.
STAKEHOLDERS
This Monitoring Checklist is broadly targeted at all stakeholders on both the demand and supply side of
the education sector. Key stakeholders (state and non-state actors) identified is based on both the
statutory and the social roles performed by each identified stakeholder in the administration of inclusive
education in Lagos State. The stakeholders include the following:
 All inclusive and special schools;
 SUBEB;
 Ministry of Education;
 District Offices;
 Local Government Education Authority (LGEA);
 Office of Transformation;
 Office of impact assessment;
 Local Government Councils;
 Civil Society Organizations (CSOs);
 Parents bodies and School-Based management Committee (SBMCs);
 International Development Partners (IDPs);

6.  The Media; and
 Disabled People’s Organizations.
PROBLEM AREAS
 Low capacity of teacher;s
 Inadequate accessible infrastructure;
 Inadequate provision on instructional materials;
 PWDs do not have free access to education;
 No early child education for pwds;
 Inclusive Units are been operated differently from the regular schools;
 Communication flow between stakeholders is not smooth;
 There Is low budget for inclusive schools.
Target Users
This Monitoring checklist is prepared for all stakeholders in the conduct of inclusive education.
They include but not limited to:
 All inclusive and special schools;
 SUBEB;
 Ministry of Education;
 District Offices;
 Local Government Education Authority (LGEA);
 Office of Transformation;
 Office of impact assessment;
 Local Government Councils;

7.  Civil Society Organizations (CSOs);
 Parents bodies and School-Based management Committee (SBMCs);
 International Development Partners (IDPs);
 The Media; and
 Disabled People’s Organizations.
General Instructions
 This Checklist may be used at any time of the school calendar year or within any time in
the financial year or educational budget cycle of the state government by relevant
personnel of concerned organizations, to monitor and/or evaluate how their roles and
activities in the conduct of inclusive education affect PWDs as well as identify specific
inclusivity and accessibility needs of PWDs peculiar to their operational and
programmatic designs.
 Individuals completing the checklist will require a simple training on the idea and
practice of inclusive education. This will enhance proper and accurate use of this tool for
valid monitoring and evaluation of the technical details of inclusion and access for
PWDs such as buildings and facilities for accessibility. However, the narrative
descriptions and graphic illustrations may also serve as guide.
 While maintaining strict preference for international best practices in line with the
CRPD, this Checklist takes into cognizance, the low level of knowledge, technological
and infrastructure development of Nigeria with regard to disability inclusion and
accessibility. As such, adaptive methods of achieving inclusion and access are illustrated.
 The Checklist is organized in ten (10) clear sections. These sections identify the
institutional (procedures), environmental (physical infrastructures and
facilities/equipments), financial and human requirements and conditions which must be
met in order for education to be adequately inclusive and accessible to children with
disabilities.
 Before an organization is evaluated, it is useful for users to review the instructions for
using the checklist and become familiar with the questions. It is also helpful to practice
taking measurements and recording information before beginning the evaluation.
 A few simple tools are required to conduct monitoring and evaluation exercise using
this Checklist especially in measuring sizes and slope of specific elements and spaces:

8. (i) metal tape measure at least 15-feet long level with a bubble measure or a digital
measure at least twenty-four inches long for measuring slope;
(ii) copy of the checklist (one copy per school and/or organization), clipboard, and
pens or pencils;
(iii) film or digital camera to document important areas that may need to be
reviewed later. Any camera may be used to shoot photographs but one with a
flash is most useful, particularly when indoor photos are needed.
 The checklist is designed to prompt users on what to look at and where to measure. All
answers and notes should be recorded on the checklist for use later in the planning
process. When completed, the checklist should provide an indication of the level of
disability inclusion and accessibility in the operations and programmes of the
organization. If photographs are taken during the survey, it is helpful to note on the
checklist that a photo was taken for later review of particular elements, spaces, or
conditions.
 One person can administer the checklist on a school and/organization, but it is often
quicker and easier for two people to work together. One can be responsible for taking
the measurements and the other for recording the information and taking any
photographs.
 For each checklist item, check either “yes” or “no.” If the item is not sufficiently
available, or is presented in some other forms not in strict compliance with prescribed
formats in this Checklist, or is not applicable to the organization under review, write the
observed situation to the right ofthe question in the area under “Comments.” Add notes
or comments as needed.
 When completing the checklist, it is important to try to answer every question in each
section, unless, of course, the element is not present at the particular site under review.
 Policy-makers and/or interested Organizations may reproduce the ten (10) sections of
this Checklist on a Spreadsheet and paste it on the notice boards of their relevant staff
with a view to promote real time monitoring.

9. MONITORING CHECKLIST FOR THE IMPLEMENTATION OF INCLUSIVE EDUCATION
Section A: SCHOOL INFORMATION
Name of School: AUD
Location::
LGA:
Status:
Number of children with disabilities:
Disability types
Number of children in a classroom
Number of teachers in a classroom
Section B: INSTITUTIONAL PROCESS
S/N DESCRIPTION YES NO DON’T
KNOW
1 Is there a separate class for children with disabilities?
2. Do children with disabilities receive lessons in same class
with non-disabled children?
2 Do the children with disabilities attend assembly together?
3 Do they share play ground and engage in sporting activities
together?
4 Are children with disabilities assessed before admission to
know the level of impairment?
Is there a functional health facility?
5 Do the children with disability share vocational facilities with
other students
6 Are there procedures for medical interventions in the school?

10. 8) Where is your major source of funding/ support is it- multiple answers are possible (Please
rate any one or all options you select on the scale of 1,2,3,4,5. With 1 being the lowest and 5
being the highest.)
1. SUBEB
2. LGEA
3. Ministry of Education
4. Private sector support
5. Development partners
6. Others specify
9) How regular is this funding /support -
1. Veryregular
2. Regular
3. Not regular
10) Which of the following authorities regulates the administration of the school- multiple
answers are possible
1. LGEA
2. SUBEB
3. Ministry of Education
Section C: FACILITIES
S/N FACILITIES AVAILABLE ADEQUATE ACCESSIBLE
YES NO YES NO YES NO
1 Portable flowing water
2 Regular power supply
3 Alternative power supply
4 Toilet for students with disability
5 Separate toilet for boys and girls with

11. disability
6 Vocational training facilities
7 Sports facilities
8 Inclusive Classrooms
9 Resource room
10 Music facilities
11 Transportation to and from school
Section D: INSTRUCTIONAL MATERIAL (Hearing Impaired)
S/N MATERIAL AVAILABLE ADEQUATE ACCESSIBLE
YES NO YES NO YES NO
1 Amplifier
2 Audiology resources
3 Audio meter
4 Hearing aids
5 Charts
6 Posters
7 Video player
8 Television set
9 Television set
10 Sign language text book
11 Speech trainer
Section E: INSTRUCTIONAL MATERIAL (Visually Impaired)
S/N ITEMS Available Adequate Accessible
YES NO YES NO YES NO
1 Braille machine
2 Braille paper
3 Braille text book
4 Cassette
5 Writing Frame and
stylus
6 Radio
7 Computer with screen
reader
8 Type writer
9 Brailed chart $ map

12. 10 Taylor frame
11 Improvised ruler
12 Tape Recorder
Section F: Intellectual disability
S/N ITEM Available Adequate Accessible
1 Tape recorder
2 Video player
3 Television
4 Speech trainer
5 Assorted toys
6 Charts
7 Posters
8 Adapted curriculum
9 Music facilities
10 Concrete objects
Section G: Physical Disability
S/N [TEMS Available Adequate Accessible
1. Wheel chair
2 Ramps
3 Crutches
4 Adapted chair
5 Adapted table
6 Paper holder
7 Pencil/pen holder
8 Stretcher
9 Physiotherapy clinic
10 Tricycle ego meter

13. Section H: Service Providers
SECTION I: Human Resource Development
S/N ITEMS VERY REGULAR REGULAR NOT REGULAR
1. Capacity-
building/training
2. Additional
financial/material
incentives
3. Promotions &
other benefits.
SECTION J: General Comments
1. Performance of Pupils/Students:
2. Major challenges:
S/N SERVICE PROVIDERS Available Adequate Accessible
1 Teacher for children with hearing impairment
2 Teacher for children with learning disabilities
3 Teacher for children with visual impairment
4 Teacher for children with intellectual disability
5 Audiologist
6 Speech therapist
7 Occupational therapist
8 Guidance counsellor
9 Psychologist
10 Vocational instructor
11 Ophthalmologist
12 Nurse
13 Care-giver
14 Cleaner
15 Day-guard
16 Play therapist
17 Regular teacher
18

14. 3. Expectations on school improvement and development
(i) Inputs from government
(ii) Input from private sector
(iii) Input from development partners
(iv) Input from parents and community.