Abstract
Inclusive education aims to provide equitable learning opportunities for all students, regardless of their abilities or disabilities. In Nigeria, the preparation of teachers to effectively implement inclusive education is critical. This study evaluates the effectiveness of curriculum delivery methods in Nigerian teacher education institutions concerning inclusive education. Utilizing a mixed-methods approach, data were collected from 420 participants, including pre- service teachers and teacher educators across six public institutions. Findings indicate a predominance of theoretical, lecture-based teaching methods, with limited practical engagement. Challenges identified include large class sizes, inadequate instructional materials, and insufficient specialized training for educators. Recommendations include diversifying teaching methods, incorporating practicum-based learning, and enhancing capacity-building initiatives for teacher educators.
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