This study investigated the topic titled Inclusive Curriculum Adaptation and Psychological Adjustment of Preschool Learners with Special Needs: The Role of School Leadership in Effective Implementation. The population comprised preschool children with special needs, classroom teachers, and school leaders in Owerri Municipal Council. A multistage sampling technique selected 45 school leaders, 120 teachers, and 60 preschool children. The research answered three specific questions. The Inclusive Curriculum Adaptation and Leadership Practices Questionnaire served as the instrument for the reliability test, yielding Cronbach alpha scores ranging from 0.82 to 0.89. Instruments used for data collection included structured questionnaires, structured interview guides, classroom observation schedules, and the Strengths and Difficulties Questionnaire. Findings revealed that proactive school leadership significantly drives effective curriculum adaptation and demonstrates a strong positive correlation with the psychological adjustment of the learners. Based on these outcomes, one major recommendation is that educational authorities must organize mandatory professional training programs focused on inclusive leadership for all early childhood administrators to ensure equitable learning environments.

Keywords: inclusive curriculum, special needs, preschool education, psychological adjustment, school leadership, curriculum adaptation, early childhood inclusion, education management.