Special education, which began as an excellent path for providing equal education to all Nigerian citizens have found itself struggling with how best to make it better for learners who are disenfranchised. It is not surprising that for decades such struggle has not produced any measurable progress in the education and service delivery for these learners. It is obvious Nigeria still perceives learners with disabilities negatively, especially by special education administrators who hold important policy positions and are in the position to effect program changes in special education. To join other progressive countries in recognizing, protecting, and maintaining the rights of learners with exceptionalities, it is imperative that Nigeria begins to shift its paradigm in the twenty-first century by putting away the old tradition of negative perceptions on these learners. Clearly, it is critical that Nigeria looks at the future as it includes these learners into the mainstream society and help them to maxim ize their fullest potentials