An assessment of government policies on the provision of assistive devices for students with disabilities in Keffi LGA, Nasarawa State
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Background of the study
In recent years, the education sector has undergone significant transformation, particularly in terms of inclusivity and the integration of students with disabilities. Government policies aimed at providing assistive devices have become pivotal in ensuring that students with disabilities receive adequate support to participate effectively in educational settings. In Keffi LGA, Nasarawa State, the enactment and implementation of policies related to assistive devices have been influenced by global trends and national commitments to inclusive education. Recent policy reforms have sought to address barriers faced by students with disabilities, emphasizing accessibility, equity, and empowerment (Ibrahim, 2023). These initiatives align with international conventions such as the United Nations Convention on the Rights of Persons with Disabilities, which has spurred countries to adopt policies that promote the rights and welfare of individuals with disabilities (Adebayo, 2025). Despite these progressive measures, challenges persist in the actual implementation of these policies. While policies exist on paper, logistical, financial, and administrative constraints often hinder the provision and maintenance of assistive devices. This gap between policy formulation and execution has raised concerns among educators, parents, and disability advocates who argue that the intended benefits of these policies are not fully realized at the local level (Umeh, 2024). Additionally, the rapid evolution of assistive technologies requires continuous updates to ensure that devices provided remain current and effective. The socio-economic dynamics in Keffi LGA further complicate the scenario, as local authorities must adapt national directives to meet community-specific needs under resource-constrained conditions. Collaboration among government agencies, NGOs, and private sector partners is crucial to bridge the policy-practice gap, yet empirical evidence shows that multi-stakeholder engagement remains inconsistent (Chukwuma, 2023). Thus, an in-depth examination of current government policies and their implementation is essential to understand their impact on the educational experiences of students with disabilities. This study critically examines the strengths and limitations of existing policies, focusing on the challenges in resource allocation and policy execution in Keffi LGA. A better understanding of these issues will inform future reforms to enhance the practical delivery of assistive devices in schools and ultimately improve educational outcomes for students with disabilities (Okafor, 2023).
Statement of the problem
Although significant strides have been made in formulating government policies to support the provision of assistive devices for students with disabilities, there remains a considerable disconnect between policy formulation and practical implementation in Keffi LGA, Nasarawa State. Numerous stakeholders have observed that while policies are comprehensive in design, the allocation of resources, timely delivery, and proper maintenance of assistive devices often fall short. Administrative inefficiencies, insufficient funding, and inadequate training of personnel further exacerbate the challenge, preventing the realization of intended benefits (Ibrahim, 2023). In addition, the rapid advancement in technology has rendered some devices obsolete shortly after procurement, raising questions about sustainability. The gap between policy ideals and actual practice not only compromises educational accessibility but also affects the overall inclusion of students with disabilities. Local government officials struggle to bridge this divide, facing challenges related to coordination among different agencies and limited financial support. These issues are further compounded by the absence of regular monitoring and evaluation mechanisms, which leaves policymakers without accurate feedback on policy effectiveness (Umeh, 2024). The resulting situation undermines the quality of education provided to students with disabilities and calls for a systematic investigation into the practical challenges of policy implementation. This study seeks to explore these challenges by analyzing administrative procedures, funding models, and stakeholder engagement processes. Understanding these factors is crucial for recommending strategic improvements to ensure that government policies translate effectively into tangible support for students with disabilities (Adebayo, 2025).
Objectives of the study:
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To evaluate the effectiveness of current government policies in the provision of assistive devices for students with disabilities in Keffi LGA.
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To identify the challenges and gaps in the implementation of these policies.
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To propose evidence-based recommendations for enhancing policy effectiveness and resource allocation.
Research questions:
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How effective are the current government policies in ensuring the provision of assistive devices for students with disabilities in Keffi LGA?
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What are the main challenges and gaps in the policy implementation process?
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How can the provision and maintenance of assistive devices be improved to better support educational needs?
Research Hypotheses:
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H1: There is a significant gap between the policy framework and the actual provision of assistive devices.
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H2: Administrative inefficiencies and funding constraints significantly hinder effective policy implementation.
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H3: Enhanced multi-stakeholder collaboration improves the delivery and maintenance of assistive devices.
Significance of the study
This study critically examines the alignment between government policies and the practical provision of assistive devices for students with disabilities in Keffi LGA. By identifying existing challenges and proposing strategic improvements, the research contributes to policy reforms that ensure equitable access to assistive technology. The findings will inform policymakers, educators, and disability advocates, fostering an inclusive educational environment and ultimately enhancing academic outcomes and quality of life for students with disabilities.
Scope and limitations of the study:
This study is limited to the examination of government policies on the provision of assistive devices for students with disabilities in Keffi LGA, Nasarawa State, focusing on policy implementation challenges and resource allocation.
Definitions of terms:
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Assistive Devices: Tools and equipment designed to enhance the functional capabilities of individuals with disabilities.
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Inclusive Education: An educational approach ensuring equal learning opportunities for all students.
Policy Implementation: The process by which government policies are executed and enforced in practice.
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