Children with disabilities (CWDs) can be found in all human civilizations. Globally, no fewer than 240 million children, or 1 in 10, live with a disability. In low-and medium-income countries (LMICs), an estimate shows that no fewer than 80 million children live with disabilities. The challenges faced by CWDs are enormous, as the disabilities are often invisible and unheard, thus they continue to face conditions of extreme poverty, exclusion, stigma, discrimination, and denial of their basic rights in SSA cities. Sadly, about 95% of CWDs in SSA cities are out of school, while about 90% may never receive a basic education in their lifetime. In Nigeria and likewise in Uganda, less than 10% of all CWDs are in primary and secondary education while about 90% do not attend school at all. Although various policy frameworks which guarantee the right of CWDs to education without discrimination exist in Nigeria and Uganda, including the Convention on the Rights of the Child (CRC) (1989) and sustainable development goal 4, school enrolment, attendance, and completion rates for CWDs remain significantly low in these countries. There are numerous barriers to lower school attendance and completion rates among CWDs in Nigeria and Uganda. The lack of inclusive mobility options is a significant barrier that affects CWD’s school attendance and completion in both countries. This has been attributed to exclusionary urban transport policies, planning and practices that neglect the mobility needs and capabilities of CWDs. Relying on the capability approach (CA), this research seeks to understand how CWDs are uniquely impacted in their everyday travel by existing mobility systems in Ibadan, Nigeria and Kampala, Uganda. Inclusive mobility is crucial to bridging inequality gap among CWDs. Evidence from this research will be used to guide the formulation of an inclusive mobility framework for CWDs in SSA cities.