The main purpose for the conception of this study was to evaluate the existing service provisions for the students with hearing impairment and the conditions necessary for effective implementation of inclusive education programme in Nigeria.To achieve the purpose of this study, five null and one alternate hypothesis were formulated to guide the study. These included: There is significant relationship between positive/negative attitudes toward students with hearing impairment in the regular secondary schools environment and effective implementation of inclusive education programme in Nigeria. There is no significant relationship between the students with hearing impairment use of Assistive Technology (AT) devices in the inclusive secondary schools and effective implementation of inclusive education programme in Nigeria. Teachers' training in the regular school setting does not significantly have a relationship with effective implementation of inclusive education programme for the students with Hearing impairment in Nigeria. There is no significant relationship between Government commitment to the course of inclusion of the students with hearing impairment into regular school setting and effective implementation of inclusive education programme in Nigeria. The availability of supportive staffs in the regular school environment does not significantly influence effective implementation of inclusive education programme for the students with impaired hearing in Nigeria. There is no significant difference in the provision of educational service resources between the Northern and Southern geo-political zones of Nigeria and effective implementation of inclusive education in Nigeria. Literature was reviewed according to the variables under study. Survey research design was adopted for the study. This design was considered appropriate because it allows the researcher to make inference and generalization of the population by selecting and studying the sample for the study. Samples of seven thousand four hundred respondents were randomly selected for the study. The selection was done through the simple random sampling technique. This was to give equal and independent opportunity to all the members of the population to be selected for the study. A four point Likert-like QUESTIONNAIR ON CONDITIONS NECESSARY FOR EFFECTIVE IMPLEMENTATION OF INCLUSIVE EDUCATION PROGRAMME FOR STUDENTS WITH HEARING IMPAIRMENT IN NIGERIA (CONEIIEPSWHIN)executive interview were the main instruments used for data collection. The instruments were subjected to both face and content validation by the supervisor and experts in measurement and evaluation in the Faculty of Education, University of Calabar.The reliability estimate of the instruments was established through split-half reliability method. The reliability co-efficient from the split-half was corrected with Spearman Brown Prophesy Formula. Pearson Product Moment Correlation Analysis and independent t-test were the statistical analysis techniques adopted to test the hypotheses under study to ascertain whether to reject or retain them. These statistical tools were used because of the nature of the variables involved in the study. All hypotheses were subjected to testing at .05 level of significance with relative degrees of freedom.The results of the analysis revealed that, positive/negative attitudes toward students with hearing impairment in the regular secondary schools environment is not significantly related to effective implementation of inclusive education, while the students with hearing impairment use of Assistive Technology(AT)devices in the inclusive secondary schools,teachers'training in the regular school setting, Government commitment to the course of inclusion of the students with hearing impairment into regular school setting and the availability of supportive staffs in the regular school environment have significant relationship with effective implementation of inclusive education in Nigeria.The main purpose for the conception of this study was to evaluate the existing service provisions for the students with hearing impairment and the conditions necessary for effective implementation of inclusive education programme in Nigeria.To achieve the purpose of this study, five null and one alternate hypothesis were formulated to guide the study. These included: There is significant relationship between positive/negative attitudes toward students with hearing impairment in the regular secondary schools environment and effective implementation of inclusive education programme in Nigeria. There is no significant relationship between the students with hearing impairment use of Assistive Technology (AT) devices in the inclusive secondary schools and effective implementation of inclusive education programme in Nigeria. Teachers' training in the regular school setting does not significantly have a relationship with effective implementation of inclusive education programme for the students with Hearing impairment in Nigeria. There is no significant relationship between Government commitment to the course of inclusion of the students with hearing impairment into regular school setting and effective implementation of inclusive education programme in Nigeria. The availability of supportive staffs in the regular school environment does not significantly influence effective implementation of inclusive education programme for the students with impaired hearing in Nigeria. There is no significant difference in the provision of educational service resources between the Northern and Southern geo-political zones of Nigeria and effective implementation of inclusive education in Nigeria. Literature was reviewed according to the variables under study. Survey research design was adopted for the study. This design was considered appropriate because it allows the researcher to make inference and generalization of the population by selecting and studying the sample for the study. Samples of seven thousand four hundred respondents were randomly selected for the study. The selection was done through the simple random sampling technique. This was to give equal and independent opportunity to all the members of the population to be selected for the study. A four point Likert-like QUESTIONNAIR ON CONDITIONS NECESSARY FOR EFFECTIVE IMPLEMENTATION OF INCLUSIVE EDUCATION PROGRAMME FOR STUDENTS WITH HEARING IMPAIRMENT IN NIGERIA (CONEIIEPSWHIN)executive interview were the main instruments used for data collection. The instruments were subjected to both face and content validation by the supervisor and experts in measurement and evaluation in the Faculty of Education, University of Calabar.The reliability estimate of the instruments was established through split-half reliability method. The reliability co-efficient from the split-half was corrected with Spearman Brown Prophesy Formula. Pearson Product Moment Correlation Analysis and independent t-test were the statistical analysis techniques adopted to test the hypotheses under study to ascertain whether to reject or retain them. These statistical tools were used because of the nature of the variables involved in the study. All hypotheses were subjected to testing at .05 level of significance with relative degrees of freedom.The results of the analysis revealed that, positive/negative attitudes toward students with hearing impairment in the regular secondary schools environment is not significantly related to effective implementation of inclusive education, while the students with hearing impairment use of Assistive Technology(AT)devices in the inclusive secondary schools,teachers'training in the regular school setting, Government commitment to the course of inclusion of the students with hearing impairment into regular school setting and the availability of supportive staffs in the regular school environment have significant relationship with effective implementation of inclusive education in Nigeria.