Abstract Inclusive education has been widely recognized as a fundamental approach to ensuring equitable access to quality education for all children, including those with special needs. This study examined inclusive education practices and their influence on the learning outcomes of children with special needs in early childhood education settings in Ekiti State, Nigeria. The study was anchored on the social model of disability and ecological systems theory, which emphasizes environmental adaptation and contextual interactions in child development. A descriptive survey research design was adopted, involving 120 respondents comprising early childhood teachers and head teachers selected through multistage sampling techniques. Data were collected using a structured questionnaire titled Inclusive Education Practices and Learning Outcomes Questionnaire (IEPLOQ) and analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation, t-test and regression analysis). Findings revealed that inclusive education practices are moderately implemented in early childhood centres in Ekiti State, although challenges persist in the availability of assistive materials and teacher training. The study further established that inclusive education practices significantly enhance learning outcomes of children with special needs, particularly in academic achievement, social interaction, and emotional development. Pearson correlation analysis showed a strong positive relationship between inclusive education practices and learning outcomes (r = 0.82, p < 0.05). Regression results further indicated that inclusive education practices significantly predicted learning outcomes, accounting for 55% of the variance. Additionally, teacher competence and parental involvement were found to significantly influence the effectiveness of inclusive education. The study concludes that effective implementation of inclusive education practices significantly improves the learning outcomes of children with special needs in early childhood settings. It recommends increased investment in assistive resources, continuous teacher professional development, and strengthened school home partnerships to enhance inclusive education implementation in Nigeria and similar contexts. Keywords: Inclusive education, early childhood education, learning outcomes, special needs, teacher competence.
Abimbola Omotola Ajibade (Thu,) studied this question.