This study investigates the management of students with special needs in the College of Education Minna. The primary objective of this research is
to assess the effectiveness of the College’s strategies in accommodating and supporting students with special needs in their pursuit of higher
education. The respondents for this study include students with special needs, faculty members, and administrators at the College of Education
Minna. Data was collected through surveys, interviews, and document analysis to gain comprehensive insights into the experiences, challenges,
and perceptions of these stakeholders. The findings of this study reveal that the College of Education, Minna has made significant strides in creating an inclusive environment for students with special needs. The institution has developed accessible infrastructure, provided Departmental training on inclusive teaching methods, and established academic and emotional support services. Students with special needs reported a sense of belonging and increased academic performance due to these initiatives. Based on the findings, this study recommends further investments in accessibility infrastructure, ongoing training for staff on inclusive teaching practices, and the expansion of support services. Additionally, the College should intensify awareness campaigns to foster a culture of inclusion among all stakeholders. In conclusion, this study underscores the importance of inclusive education in higher institutions and highlights the positive efforts of the College of Education, Minna.