Study of Inclusive Education for Children with Developmental Delays in Early Childhood Settings in Ekiti State

Inclusive early childhood education that supports children with developmental delays requires specific pedagogical adaptations that many Nigerian ECDE settings have not yet implemented, and examining current practices in Ekiti State provides evidence for inclusion quality improvement in South West Nigeria. This study examined the implementation of inclusive education practices for children with developmental delays in early childhood settings in Ado-Ekiti, Ikole, and Efon Local Government Areas, Ekiti State. A mixed-methods design combined classroom observations at 18 settings and interviews with 18 class teachers and 6 special education coordinators. Observation items addressed accommodation of individual learning needs, physical accessibility, teacher use of differentiated strategies, and collaboration with specialists. Results showed that children with developmental delays were enrolled in mainstream ECDE in only 52 percent of cases. Teachers used differentiated strategies rarely (observed in only 18 percent of inclusion settings). Physical accessibility modifications were absent in 67 percent. Collaboration with specialist support was absent in all but 2 centres. Teacher confidence in supporting inclusion was rated as low by 83 percent of respondents. The study concludes that inclusive ECDE in Ekiti State is poorly supported by current infrastructure and training. Recommendations include mandatory inclusion training in initial teacher education, ECDE centre accessibility upgrades, itinerant specialist support services, and government incentives for inclusive ECDE enrolment in Ekiti State.

Keywords: inclusive education, developmental delays, early childhood settings, Ekiti State, special education