Study of the Challenges of Implementing Inclusive Education Curriculum Practices in Public Primary Schools in Niger State

Inclusive education requires curriculum adaptations that accommodate the learning diversity of pupils with disabilities in mainstream classrooms, and evaluating the practical challenges confronting primary school teachers in Niger State provides evidence for targeted policy support. This study examined the challenges facing primary school teachers in implementing inclusive curriculum practices in Minna and Bida Local Government Areas of Niger State, North Central Nigeria. A descriptive survey design was adopted, with questionnaires administered to 160 primary school teachers and structured interviews with 15 special education coordinators. The instrument assessed training adequacy, resource availability, classroom modification, and attitudinal dimensions. Results showed that 72.5 percent of mainstream teachers had received no pre-service or in-service training in inclusive education methods. Adaptive instructional materials for pupils with visual and hearing impairments were absent in 83.8 percent of schools. Over half of respondents (53.8 percent) expressed low confidence in adapting lesson content for pupils with learning difficulties. Administrative support for inclusive practices was rated as inadequate by 64.4 percent. Schools in urban areas showed modestly higher inclusion readiness than rural schools, but the difference was not statistically significant. The study concludes that inclusive curriculum implementation in Niger State is severely limited by training, resource, and attitudinal deficits. Recommendations include mandatory pre-service inclusive education training, adaptive material provision, and a Niger State inclusive education support network for mainstream teachers.

Keywords: inclusive education, curriculum adaptation, primary school, Niger State, disability education