Asian Journal of Education and e-Learning (ISSN: 2321 – 2454) Volume 07– Issue 05, October 2019 Asian Online Journals (www.ajouronline.com) 113 The Impact of Government Policy on Physically Challenged Children in Lagos State, Nigeria T. O. Ogunleye * , F. A. Fabinu, O. Eruobodo, S. O. Popoola School of Early Childhood Care and Primary Education Michael Otedola College of Primary Education, Noforija , Epe , Lagos State * Corresponding author’s email: lastingogunleye [AT] yahoo.com ____________________________________________________________________________________________________________ ABSTRACT--- Children with disability are facing problems of integration into the regular classroom setting in Lagos State which eventually deprived them reach their full potentials. This study looked at the impact of government policy on physically challenged children in Lagos State. The paper explained the concept of physically challenged children’ historical background of physically challenged children in Nigeria and the need for the implementation of policy concerning physically challenged children were discussed. Consequently, recommendations and conclusion were made. The paper concluded that adequate programme should be embarked on by government to educate people on the need to accommodate physically challenged children in classrooms and the society at large. Keywords---- Government policy, physically challenged children, teachers. _________________________________________________________________________________________________ 1. INTRODUCTION As in many countries in the world, children with disability in Nigeria are prevented from reaching their full potentials. They meet obstacles in their entry to school, having inadequate care, abandoned and sometimes killed in the society. These in turn contribute to their low-income level and literacy that highlights their poverty plight. In addition, it contributes to their low p articipation in the society, hidden from others and high reliance on begging in streets. The World Health Organisation (WHO, 1980) refers to their condition as handicap and as such defines it as : “The loss or limitation of opportunities to take part in the life of the person with a disability and shortcoming in the environment and in many organized activities in the society, for example, which prevent persons with disabilities from participating, on equal terms. It is a disadvantage for a given individual resulting from impairment or a disability that limits the fulfillment of a role that is normal (depending on sex, social and cultural factors for that individual) (WHO, 1980, pp.29) In the same vein, Oladejo (2011) opined that these physically challenged children are children with one form of disabilities or the other, capable of limiting their involvement and participation on the regular educational programmes and subsequently affect their academic performance and functionality in the society. Kirk, Gallagher and Amastasiow (1997) in Obani (2006) defined physically challenged as a condition that interferes with the individual’s (child) ability to use his body. In reality, bridging the gap between policy developers and translating the policy into reality has created a major concern of stakeholders particularly in education sector. Today Nigerian government has realized that good health, equal access to education, protective from violence irrespective of gender , is the right of every child irrespective of race, colour, religion or nature of disabilities. Hence, adequate intervention need to be done in favour of physically challenged children. Therefore, this shall lead to enrolment of such children into normal classroom setting which is referred to as “inclusive education”. 2. CONCEPT OF PHYSICALLY CHALLENGED CHILDREN The term physically challenged children cannot be pinned down to one definition because not all cultures share the same concepts of disability. In other words, an individual considered having a disability in one culture may not be in another culture (Utley and Obiakor (2004) and Smith (2007) opined that American culture believed in a direct scientific cause – and – effect relationship between a biological problem and the developing baby. The American with Disabilities Act (ADA) viewed a child to be physically handicapped if he has an impairment that substantially limits one or more of life’s daily activities as well as those who have a history of such conditions without currently displaying symptoms. According