Role of Islamic Inclusive Education in Socio-Economic Empowerment of Students with Disabilities in Nigeria

Nigeria’s special education system faces significant challenges, including inadequate funding, untrained educators, and societal stigma, limiting access for 15 million people with disabilities, with only 2% of disabled children in school. These barriers hinder socio-economic inclusion and cultural preservation. This study aims to examine how the Integration of Knowledge (IoK) framework, rooted in Islamic epistemology, can enhance Nigeria’s special education by fostering equity, inclusivity, and alignment with national development goals through Islamic values like justice (‘adl), compassion (raḥmah), and service (khidmah). A qualitative approach was adopted, analyzing case studies from Nigeria (Kaduna Inclusive Education Project), Malaysia, and Saudi Arabia. Data collected through literature reviews, and policy documents were used as data sources. The study finds that IoK has the potential to help enhance special education and make it more inclusive through Zakat and Waqf to support teachers’ training in Islamic pedagogy, and the removal or reduction of stigmatization through the Malaysian and Saudi models. The paper recommends that policymakers should leverage Zakat/Waqf for infrastructure, promote IoK-based teacher training, and launch public awareness campaigns using Friday sermons to reduce stigma. Interfaith collaboration ensures IoK’s inclusivity across Nigeria’s multi-religious landscape, aligning with development goals.