This study examined best practices for integrating children with special needs into mainstream early childhood education settings in Nigeria, with particular attention to inclusive teaching strategies, teacher preparedness, classroom adaptations, parental involvement, and challenges affecting successful inclusion. The study was motivated by the growing recognition of inclusive education as a means of promoting equal learning opportunities and social participation for all children regardless of their abilities or disabilities. A descriptive survey research design was adopted for the study. The population comprised preschool teachers, caregivers, and parents drawn from selected nursery schools in the Abuja Municipal Area Council, Nigeria. Using a descriptive survey design with 360 preschool teachers, caregivers, and parents, data were collected through the Inclusive Early Childhood Education Questionnaire (IECEQ), which demonstrated strong reliability (α = 0.89). Data analysis was conducted using mean scores, standard deviation, Pearson Product Moment Correlation, and t-test statistics. The findings revealed that differentiated instruction, collaborative learning approaches, the use of assistive technologies, and strong teachers – parent partnerships significantly enhance the academic engagement, social participation, and overall development of children with special needs in mainstream classrooms. The study further identified inadequate teacher training, limited instructional resources, overcrowded classrooms, and persistent societal stigma as major obstacles to effective inclusive education implementation. The study concluded that well-implemented inclusive early childhood education fosters equity, empathy, social integration, and holistic child development. It recommended increased government funding, continuous professional development for teachers, curriculum adaptation, improved provision of instructional resources, and stronger enforcement of inclusive education policies. Furthermore, the study recommends embedding inclusive pedagogy into teacher training curricula, strengthening parental advocacy, and aligning early childhood inclusion with broader disability‑inclusion strategies to foster equity, empathy, and holistic child development.

Keywords: Inclusive Education, Early Childhood Education, Special Needs Education, Mainstream Classrooms, Preschool Inclusion, Differentiated Instruction.