The paper analyzes Section 8 of Nigeria's National Policy on Education, the section which aims to provide equal educational opportunities for all gifted and handicapped individuals. The paper discusses cultural, socioeconomic, and political factors that impinge upon implementation of Section 8 and the need for continuous policy evaluation in Nigeria. An overview of Nigeria's economic and political situation is provided. Section 8 is described as an equivalent of Public Law 94-142 in the United States, instituted in Nigeria in 1977. Section 8 attempts to provide education for all handicapped children while recognizing their roles in the development of the nation, and to develop skills of the exceptionally gifted so that they can foster economic and technological advancements. The policy appears to have been bothered by a lack of accountability at all levels, and is plagued by endemic problems of culture, socioeconomics, and politics. Continuous evaluation of the policy is recommended, in order to detect how far the policy has helped in restructuring and formulating a new society, influencing curriculum changes, and promoting democratic ideals. Includes 23 references. (JDD)