Joy Chiazokam JACOB

According to pertinent legislation, children with disabilities in Nigeria have the right to an inclusive, equal, and good education so they may live freely and make their share of contributions to the country's growth. Nevertheless, despite a deluge of laws, children with disabilities live in denial of this right, making their exclusion from public and private schools the rule rather than the exception. After being passed by the two chambers of the National Assembly, the proposed Disabilities Bill, with its flaws blatantly displayed as the cure-all for disability rights, has stalled. This indicates that children with disabilities do not have the right to an adequate education, but rather that it is viewed as a charity or welfare benefit. This work aims to analyze in the light of existing laws in Nigeria that relate to the education of people with disabilities, to draw attention to the exclusion of people who have intellectual, mental, or neurological disabilities. This work conducts a thorough examination of the numerous worldwide regulations governing the education of children with autism spectrum disorder and other neurological, mental, and intellectual disorders, with a focus on specific nations including the US, the UK, and India. Finally, it makes recommendations aimed at addressing the problems brought up in the field of education, the most important of which is the requirement that comprehensive laws governing intellectual, mental, and neurological disabilities including but not limited to autism spectrum disorder be recognized and codified. The methodology for this research will be narrative and explanatory.