Enhancing Social Studies Learning in Early Childhood Education through Inclusive Practices for Special Needs Students in Nigeria

This study explores the introduction of inclusive education practices in Nigerian educational institutions, with an emphasis on how these policies benefit special needs students in social studies classrooms. The study looks into important issues such as poor teacher training, a lack of resources, and societal attitudes toward disabilities that impede the effective implementation of inclusive education. It also looks at best practices such as tailored instruction, the use of assistive technologies, and the establishment of positive learning environments. The findings reveal that, while inclusive education is being implemented in Nigeria, considerable impediments still exist. The study indicates that overcoming these challenges necessitates focused policy measures, greater teacher preparation, and community involvement. This study adds to the larger discourse on inclusive education by providing useful tips for enhancing Social Studies instruction for all students, especially those with special needs.