Promoting of Inclusive Education and Cultural Diversity in Basic Education in The Federal Capital Territory (FCT), Abuja, Nigeria

This study examined the promotion of inclusive education and cultural diversity in basic education in the Federal Capital Territory (FCT), Abuja, Nigeria. The study adopted a descriptive research design to explore strategies used by teachers to accommodate diverse learners and foster culturally responsive classroom environments. The population comprised teachers in public basic schools, from which a sample of 290 respondents was selected using a multi-stage sampling technique. Data were collected through a structured questionnaire and analyzed using mean and standard deviation. The findings revealed that teachers employ inclusive instructional strategies such as differentiated instruction, active learner participation, adaptation of teaching materials, and provision of equal learning opportunities for pupils. The study also found that cultural diversity is positively promoted through respect for learners’ backgrounds, integration of multicultural perspectives into teaching, and the discouragement of discriminatory practices. These efforts contribute to social cohesion, improved classroom interaction, and equitable access to education. The study concludes that while inclusive and culturally responsive practices are evident in basic schools within the FCT, sustained institutional support, teacher capacity development, and adequate instructional resources are essential for strengthening effective implementation. The study recommends continuous professional training for teachers and increased provision of educational resources to enhance inclusive practices and the promotion of cultural diversity in basic education.