Authors : Kumesine, Beauty

Volume/Issue : Volume 11 - 2026, Issue 3 - March

Google Scholar : https://tinyurl.com/2t4p9aar

Scribd : https://tinyurl.com/4jv475kd

DOI : https://doi.org/10.38124/ijisrt/26mar764

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This paper discusses the interpretation and application of inclusion of autistic students in the normal classrooms in the early childhood education. The research methodology is interpretivist research design and it is founded on online semistructured interviews with 36 early childhood teachers in six Local Government Areas of the Lagos State (Ikeja, Alimosho, Surulere, Eti-Osa, Kosofe and Agege) between 2023 and 2025. The paper examines the ways in which behaviours that are usually linked to autism are identified, perceived and addressed in day to day classroom setting, especially in a case where formal clinical diagnosis is not available or is delayed. The results show that teachers depend mainly on the sustained classroom observation, professional judgment and experience in identifying and supporting learners with autism and do not use formal diagnostic classifications or expert interventions. Inclusion is primarily supported by means of flexible teaching methods, adaptive classroom management methods and consciously made attempts to promote social interaction and acceptance of peers. There was also a significant emotional and professional effort by teachers to make sure that autistic pupils are actively involved in the classroom activities. Nevertheless, inclusive practices are limited by the lack of professional training, poor teaching materials and a lack of institutional support. The research paper shows that there has always been an existing discrepancy between policy and practice in the implementation of inclusive education in classrooms. It concludes that more system-level support is needed and that teacher preparation and professional development based on autism needs to be institutionalised in early childhood education to increase positive inclusive outcomes.

Keywords : Inclusion in Autism; Early Childhood Education; Interpretivism; Indeterminate Diagnoses; Adaptive Pedagogy.

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