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The study investigated the effect of mainstreaming education onthe English language, Mathematics and Social studies academic achievement of mildly impaired pupils in northwest Nigeria. Ex-post facto research design was adopted for the study. The sample consisted of 2443 mildly impaired lower basic three pupils who were identified by classroom teachers with the use of Prevalennce of Varied mildly Impairements / Disabilities and Academic Achievement Scale and 2443nonimpaired pupilsrandomlly selected from five public lower basic three secondary schools in seven states in northwest Nigeria. Data for the study were collected with an instrument ‘Prevalence of Varied Mild Impairments/Disabilities and Academic Achievement Scale (POVMIDAAS). Methods of validation include: face, content and score transformation. Independent sample t – test and one way analysis of variance were used to analyze the hypotheses at 0.05 level of significance. The results shows that there is a significant difference betweenthe English language academic achievement;; Mathematics academic achievemnt; Social Studies academic achievemet; and English language, Mathematics and Social Studies academic achievements of mildly impaired and nonimpaired pupils in northwest Nigeria. The paper recommends that specialists in the education of mildly impaired pupils (pupils that has mild visual, hearing, speech / language, learning and behaviour) should be employed. Teachers should employed varied teaching methods and strategies to accormondate the various categories of pupils when teaching and teachers should also help the impaired pupils to reassess as well as reinforce thier goals, values and assets as well as reinforce thier efforts for better adjustment.

Effect Of Mainstreaming Education On The Academic Achievement Of Mildly Impaired Lower Basic Three Pupils In Northwest Nigeria