Qualitative Study on Integrating Policies, Practices and Pedagogy on Inclusive Education among Preservice Teacher Training Programs in Nigeria
DOI:
https://doi.org/10.64348/zije.202560Keywords:
Inclusive Education, Pre-service Teacher Training, Policy Implementation, Disability, Educational EquityAbstract
This paper explores the Qualitative study on integrating Policies, Practices and Pedagogy on Inclusive Education among Preservice Teacher Training Programs in Nigeria. As Nigeria seeks to improve equitable access to quality education for all learners, pre-service teacher training programs must equip future educators with the skills, attitudes, and understanding necessary to foster inclusivity in classrooms. Through an analysis of current policy frameworks, educational practices, and pedagogical challenges, this study identifies critical gaps and provides actionable recommendations for developing a robust inclusive education model in Nigerian teacher training institutions. The implications for policy adaptation and curriculum reform were discussed in light of global best practices and Nigeria’s unique sociocultural context.
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