This seminar examines the effectiveness of inclusive education on social skills development in children with autism spectrum disorder (ASD) in Nigerian primary schools. Education is a fundamental right for all children, including those with disabilities, as affirmed by the United Nations Convention on the Rights of the Child and Nigeria’s National Policy on Special Needs Education (2015). However, children with ASD face persistent deficits in communication, social interaction, and behavioral flexibility that make inclusive classrooms challenging. Despite policy support for inclusive education in Nigeria, implementation gaps remain. Many teachers lack specialised training, classrooms are under-resourced, and societal stigma persists, resulting in social isolation and poor academic outcomes for pupils with ASD. This study therefore sought to: (1) examine social skills deficits experienced by pupils with ASD in Nigerian inclusive primary schools; (2) explore effective strategies for social skills development; (3) assess teacher and parent perceptions; and (4) investigate challenges teachers face in implementing social skills training. A qualitative descriptive design using a systematic literature review was adopted. Data were drawn from peer-reviewed journals, policy documents, and empirical studies published between 2009 and 2025, with thematic content analysis applied to identify trends and gaps. Findings reveal that pupils with ASD in Nigeria exhibit core deficits in initiating conversation, interpreting nonverbal cues, and turn-taking, compounded by overcrowded classrooms and sensory triggers. Effective strategies identified include direct instruction, peer-mediated interventions, and environmental adaptations. Yet these are rarely implemented due to inadequate teacher training, resource constraints, weak policy enforcement, and stigma. The study concludes that inclusive education can enhance social skills in pupils with ASD, but only when supported by trained teachers, structured peer involvement, adapted environments, and parental collaboration. Recommendations include mandatory ASD modules in teacher training, low-cost classroom adaptations, and clear policy implementation guidelines to move inclusion beyond placement to meaningful participation.
Ola-Williams et al. (Mon,) studied this question.