The level of inclusion of children with autism spectrum disorder (ASD) in the implementation of the Universal Basic Education (UBE) programme in Nigeria is the main thrust of this study. It is a truism that education is critical to the development of the human person in particular and by extension the society. Therefore the right of a child to education especially at the basic level is espoused by the United Nations’ 1948 Universal Declaration of Fundamental Human Rights and the world conference on Education for All (EFA) held in Thailand in 1990. In the same token, the belief of Nigeria’s philosophy on education as contained in the National Policy on Education (FGN, 2004) includes the fact that every Nigerian child has a right to equal educational opportunities irrespective of any real or imagined disabilities according to each child’s ability and also that the nation’s education is meant to foster the worth and development of the individual primarily, and the development of the society at large. Ipso facto, denying a child this basic right, on whatever pretext, technically excludes the child from having the opportunity to live a fulfilled and self-actualized life.

Published in: London International Conference on Education (LICE-2016)

• Date of Conference: 14-17 November 2016
• DOI: 10.2053/LICE.2016.0042
• ISBN: 978-1-908320-76-6
• Conference Location: Heathrow Windsor Marriott Hotel, UK