This dissertation examines the design of an adaptive learning system to support students with learning disabilities in Nigerian special education schools. The study is situated within the fields of educational technology and special education, with a focus on inclusive and learner-centred instructional design. Adopting a qualitative research methodology, the study draws on data collected through interviews and document analysis involving educators and stakeholders within Nigerian special education contexts. The findings highlight key design requirements for adaptive learning systems, including personalisation of content, accessibility considerations, and responsiveness to diverse learning needs. The study contributes to existing literature by offering a context-specific framework for the design of adaptive learning technologies in low-resource educational environments. It concludes by discussing implications for educational practice and policy, and by providing recommendations to guide the development and implementation of inclusive digital learning systems in special education settings.