Nigerian children who are disabled are dependent on special materials in order to be able to access information and get socially included. However these materials are costly and out of their reach. This study therefore investigated how children living with disabilities in Ekiti State, Nigeria access academic information and get socially included. Social model of disability theory was used to guide the study. Case study design was used for the study. The population was made up of 40 teachers of disabled children that gathered for a conference. A self-designed structured interview was used to gather data. Due to the small population of the teachers, they were all used for the survey. The statements of the respondents were assigned codes that focused on the key concepts of the study. Constant comparative method of data analysis was applied to compare and contrast codes; while data connections were made paying attention to categories of data and concepts. This continued until saturation was made, then evidences of research were selected and tabulated. Findings showed that there were shortage of materials that would provide information access and there was no social inclusion. They were also not receiving love and good treatment at their homes. The study concluded that information access and social inclusion of children living with disabilities in Ekiti State, Nigeria is limited. Recommendations involving the Ministry of Education and human rights groups were made.