In Nigeria, there are lots of nice policies on Education and also for Inclusivity in Education, but most of the time these policies are not implemented. For example, there had been this policy on providing education for all in our revised National Policy for Education (2004), but Nigeria has one of the highest rates of Out of School Children in  South Saharan Africa. It is only recently that more policies/initiatives are being put in place to cater for over10 million Almajiri children roaming Nigerian streets. I believe that these beautiful policies that we have in Nigeria, if fully implemented will take care of Education for all, in Nigeria. However the needed infrastructure must be provided. Nigeria had never provided the up to half of the required 26% of its budget to the Education sector. I believe that if the Nigerian government would allocate 13% of its budget to education, alot of improvement will be achieved to improve access and quality of education at all levels.

The revised National Policy on Education of 2004 states that functional inclusion is considered as an important aspect of the goals of special education in Nigeria with the aim of concretizing equal opportunities in education for all children, their disabilities notwithstanding. Just like one of the participate mentioned, we have very good education policies in Nigeria which are hardly implemented. You hardly see any special arrangement made by schools or universities to cater for the students with disabilities or learning barriers. We can only achieve equal opportunities for all children if we go beyond statements on paper to real actions.

In St. Kitts , The Ministry of Education in Saint Kitts and Nevis has launched  its new Education Sector Plan in 2017. Under the theme Education for all: embracing change, securing the future, the new plan is a roadmap for action over the next five years until 2021. We here always believe in all children deserves a right to an education. The aim of the new plan is to revolutionise the teaching and learning landscape, ensuring that all stakeholders are equipped to deliver the highest quality of education to students of all ages. Right now for the new school term  every school in the federation has reading intervention teachers to support students in their reading. 

In Kenya there are a number of national policies and legal documents related to special and inclusive education. These includes Children's Act 2001, Persons with disability Act  2003, The National Special Needs Education Policy Frameworks 2009, Sector Policy for Learners and Trainees with   Disabilities 2018 among others. The policies and the legal frameworks emphasize the implementation of inclusive education focusing on the following fundamental practices:-Access to free and quality education in schools, building the capacities of teachers through training, seminars and workshops, provision of resources, differentiation of the curriculum to maximize the potentials of all learners and  adaptation to the physical and social environment. Despite all the efforts which have been made by the government, implementation has become a challenge and the extent to which this has been done remains elusive. This is mainly because of inadequate teaching and learning resources and large number of students in the classroom. In most schools still  ramps are not constructed at the doors to access movement and toilets not yet adapted as required with toilet seats not raised and hand rails not available. 

In India yet inclusive learning is in rising phase, we are gardually making people aware about it and government of india is coming out with specific policy to counter it, recent change in education policy is big step towards inclusing learning 

In Kenya there are many policies of education that are put in place by the government under the ministry of education.

Let us look at (May 2008) sector policy for learners and trainees with disability.

This policy focuses on mostly education for all and integration of children with special need and ensuring that teachers are trained accordingly to know how accomodate all learners.

There is mentorship,moulding,nurturing,financial sustainability,patnership,collaboration, coordination and inclusive disaster risk management.

However it is very unfortunate that most of the policies are not implemented at all.school take children with education needs but the learning aid are not there so most parents end up with their children in their homes.

In Nigeria, the Education policy of 2004 was aimed at education for all. However, statistics on education according to UNICEF reveals that Nigeria still has 10.5 million out-of-school children. of which about 60% of those children are in northern Nigeria. One thing to also note is that the government has good policies in place but for the policies to be implemented, all hands have to be on deck. Take for instance, the Almajiris that are roaming about the streets in the northern part constitute a large chunk of children not attending schools. I could remember, the government initiated the almajiri education system to encourage them have western education but it seems not to be effective. however, i think those involved in teaching the almajiris should be informed and awareness created to them on the need of the western education which will not hinder the islamic education offered to the children.

Inclusive policies in Cameroon are guided by laws and regulations as stipulated by the government  gives children the right to education at all times to instill values, skills and knowledge while maintaining cultural values. 

No child is excluded and all learners irrespective of their cultural background are treated equally with out discrimination. 

In Nigeria the formulation of an educational policy sets the stage for implementation which, according to Ukeje (1986), is perhaps the most important aspect of planning. Planning is usually an action which succeeds policy formulation but precedes implementation. Unfortunately, educational policies and goal attainment have been irreconcilable due to implementation constraints. Perhaps this accounts for the observation made by Governor Oyakhilome of Rivers State in an address sent to the Convention of the Nigerian Association for Educational Administration and Planning in 1986.

In Nigeria the formulation of an educational policy sets the stage for implementation which, according to Ukeje (1986), is perhaps the most important aspect of planning. Planning is usually an action which succeeds policy formulation but precedes implementation. Unfortunately, educational policies and goal attainment have been irreconcilable due to implementation constraints. Perhaps this accounts for the observation made by Governor Oyakhilome of Rivers State in an address sent to the Convention of the Nigerian Association for Educational Administration and Planning in 1986.

In Tonga the Inclusive Education (IE) policy was developed in 2008 and it is long due to review. This year the policy will be reviewed. Although the policy is to be reviewed, inclusive education work is on-going. There is the IE unit with staff to work for supporting the education of children with disabilities. I work in this IE unit and we work towards equity in education despite the many challenges we face.

In Nigeria, there are fantastic policies on education but the issue as stated by most countries is with implementation. The lack of implementation poses a lot of issues because the education sector does not move forward.

In Kenya, there policy on free primary and secondary education and 100% transition from primary to secondary school. This policies have seen increased enrollment and provision of education resources like textbooks in schools. Disability has been mainstreamed in schools and special schools supported by government established. Teachers are encouraged to apply for training on special need education and center that support children with disability have been established.

In Kenya,  the constitution provides for Education for All (EFA) hence the introduction of Free Primary Education (FPE) and subsidised secondary education to enhance access for all. This has led to increased enrollment. The Competency Based Curriculum Curriculum Framework has ensured transition to Competency Based Curriculum (CBC) which focuses on the development of every learner's potential through LCE. The government also provides textbooks to schools and funds for expansion of facilities and has put in place programmes for teacher development. There's need to increase  the pace of expanding facilities to avoid congestion in classrooms and schools and to increase the provision of resources commensurate to the number of students as well as to prepare all teachers for inclusive practices. 

In Kenya  policies have been made aimed at making education accessible, to ensure all children with disabilities can go to school. However much need to be done in providing space, resources and more so  training in mainstream schools so that children with and without disabilities can learn alongside each other.

Here in Trinidad and Tobago, there are policies which emphasize 'No Child Left Behind' and 'Education for All'. 

There is a Student Support Division (SSD) which is tasked with providing referrals and specialist support in classrooms and other assistance for students with special needs. 

We have seen efforts to outfit schools with facilities such as ramps, audio/visual aids, appropriate bathrooms and special Support Rooms.

Additionally, the Ministry of Education has provided certain training programmes for teachers to enhance their quality of practice.

Many students and teachers have experienced benefits as a result, however I do believe more can be done, especially with the SSD programme. Unfortunately there are not sufficient officers to cover the number of schools per district. As a result, many cases are documented but are not dealt with or not dealt with in a timely fashion. So one thing the Government and policy-makers can do is train and hire more personnel and this would provide much needed support for teachers and students.