Oracle of Wisdom Journal of Philosophy and Public Affairs

Inclusive education has emerged as a crucial aspect of sustainable development, especially in developing countries like Nigeria, where social inequalities still hinder access to education for students with disabilities. The idea of inclusive sustainability highlights the importance of weaving ethical principles, social justice, and human dignity into educational policies and practices. This paper delves into philosophical viewpoints on inclusive sustainability and investigates how transforming values can enhance special needs education in Nigeria. By drawing on philosophical traditions such as humanism, the capability approach, social justice theory, and African communitarian ethics, the study examines how educational values influence inclusive teaching methods. Through qualitative philosophical analysis and a literature review, it argues that achieving sustainable inclusive education necessitates a move away from exclusionary efficiency models towards ethical frameworks that prioritize dignity, equity, and shared responsibility. The paper wraps up by suggesting that re-evaluating educational values through philosophical contemplation can help foster sustainable and inclusive educational systems that effectively meet the diverse needs of learners with disabilities in Nigeria.

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