Disability and Inclusion in Early Childhood Settings: Challenges and Opportunities in Nigeria

Inclusive early childhood education (ECE) is fundamental to ensuring equitable developmental opportunities for all children, particularly those with disabilities. This study investigates the challenges and opportunities associated with the inclusion of children with disabilities in Nigerian ECE settings. Motivated by direct field observations and stakeholder concerns, the research employed a descriptive survey design involving 300 respondents—educators, administrators, and parents—from selected schools across South-East Nigeria. The study draws on the Social Model of Disability and Bronfenbrenner’s Ecological Systems Theory to explore the interplay of cultural, institutional, and pedagogical variables influencing inclusive practices. Data analysis using descriptive and inferential statistics revealed significant relationships between teacher training, cultural beliefs, infrastructural accessibility, and inclusive outcomes. Parental awareness also emerged as a strong predictor of inclusive practices. The study highlights the gap between policy and practice and provides contextually relevant recommendations for improving inclusion in Nigeria’s early childhood education landscape.