This study focused on evaluating the educational facilities available for physically challenged individuals in Kaduna State, Nigeria. The research was guided by five objectives, which included assessing government commitment to enrolling disabled persons in inclusive education, the provision of infrastructural and instructional facilities, the quality and commitment of teachers and supervisors, and the welfare services provided for teachers and students in rehabilitation centers across the state. Corresponding research questions and hypotheses were developed in alignment with these objectives.

A descriptive survey research design was employed, and data were collected using a questionnaire that was constructed and validated by an expert in curriculum and instruction. The study's population included 142 teachers, 93 supervisors, and 73 officials from physically challenged rehabilitation centers. A sample size of 90 teachers, 60 supervisors, and 45 rehabilitation center officials was selected for the study. The reliability coefficient for the questionnaire was found to be 0.79, using Cronbach's Alpha statistical technique.

The data collected were analyzed using frequency counts, descriptive mean, and standard deviation. The research hypotheses were tested using the non-parametric Kruskal-Wallis statistical test (Chi-Square X2) at a significance level of 0.05. 

Key findings included a significant difference in the opinions of respondents regarding government commitment to enrolling physically challenged individuals in rehabilitation centers in Kaduna State (p-value of .002 < 0.05; X2 cal-value of 7.516 > X2 crit-value of 1.7749 at 191 degrees of freedom). However, no significant difference was found in the opinions of stakeholders concerning the provision of infrastructural facilities for the physically challenged education program in Kaduna State (p-value of .389 > 0.05; X2 cal-value of 1.416 < X2 crit-value of 1.7749 at 191 degrees of freedom).

Based on these findings, it was recommended that the government, in collaboration with NGOs and parents, should increase efforts and commitment to enrolling physically challenged persons in inclusive education through regular sensitization and mentoring. Additionally, beyond providing adequate infrastructural and instructional facilities, it is crucial to ensure their effective utilization by training teachers and learners on how to use these facilities appropriately for effective teaching and learning. Furthermore, the existing qualified and committed teachers and supervisors should undergo regular retraining through workshops, seminars, and in-service training to enhance their skills and competencies. Efforts should also be intensified to motivate both teachers and students by offering welfare services such as interest-free loans and hazard allowances for teachers, as well as providing capital to help physically challenged students start small-scale businesses in Kaduna State.