Assessing the Availability and Quality of Inclusive Design Features in Public and Private Schools in Lagos State

Abstract

This study assesses the availability and quality of inclusive design features in public and private primary schools in Lagos State, Nigeria. Inclusive design in educational settings is essential for fostering accessible, equitable, and diverse learning environments where all students, including those with disabilities, can fully participate. Despite the global push for inclusive education, there remains a significant gap in the practical implementation of inclusive design principles in Nigerian schools, particularly regarding disparities between public and private institutions. This research adopts a systematic literature review (SLR) methodology, analyzing 20 peer-reviewed articles published between 2020 and 2025. A comparative approach is used to evaluate the presence and functional quality of inclusive features such as ramps, accessible restrooms, and adaptive learning technologies. Findings from the review aim to inform policymakers, school administrators, and architects about existing gaps and guide the development of more inclusive educational environments. By identifying specific areas where public and private schools in Lagos differ in terms of accessibility and design quality, this study contributes to enhancing educational equity through evidence-based recommendations.