INTEGRATING SPECIAL NEEDS CHILDREN INTO INCLUSIVE MAINSTREAMING EARLY CHILDHOOD CLASSROOMS IN LAGOS STATE, NIGERIA

Abstract

This study examined the integration of children with special educational needs into mainstream classrooms in Lagos State, Nigeria, focusing on implementation, challenges, teacher preparedness and strategies for improvement. A descriptive survey design was adopted. The respondents comprised 220 teachers and school administrators selected through purposive and simple random sampling. Stratified random sampling was used to select 40 public primary schools to ensure representation across the study area. Data were collected using a structured questionnaire and analysed using frequency counts, percentages, and mean scores, with a criterion mean of 2.50. Findings indicated that inclusive education was being practised, although respondents identified substantial implementation challenges. The grand mean for challenges was 3.18, with inadequate infrastructure, insufficient instructional materials, large class sizes and limited government support among the concerns raised. Teacher preparedness had a grand mean of 2.84, suggesting a need for further training. Respondents strongly supported proposed improvement strategies, reflected in a grand mean of 3.35, including increased funding, teacher training, assistive resources and stakeholder collaboration. The study concluded that systemic constraints limit the effectiveness of inclusive education in Lagos State. It recommended increased investment, sustained capacity building and stronger implementation of inclusive education policies.