Document Type
Article
Publication Date
1-1-2018
Abstract
© 2018 Zachary Y. Mngo and Agnes Y. Mngo. The opinions of general education secondary school teachers in seven select schools involved in a pilot inclusive education program in the Northwest Region of Cameroon were sought. The findings reveal that most teachers in Cameroon still prefer separate special education institutions to inclusive ones. These conclusions contradict earlier research which showed that resistance to integrated classrooms was emanating from beliefs and customs. Teachers with some training on teaching students with disabilities and more experienced and highly educated teachers were more supportive of inclusive education indicating that resistance to the practice is linked to inadequate or complete lack of teachers' preparedness. Younger, less experienced teachers with no training in special education indicated less enthusiasm regarding the benefits of inclusion, their ability to manage integrated classrooms, and teach students with disabilities. The implication of these findings for future research, institutional support systems, institutional policies, and overall instructional leadership is discussed in this article.
Journal Title
Education Research International
Volume
2018
DOI
10.1155/2018/3524879
First Department
Teaching, Learning and Curriculum
Recommended Citation
Mngo, Zachary Y. and Mngo, Agnes Y., "Teachers' Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership" (2018). Faculty Publications. 1628.
https://digitalcommons.andrews.edu/pubs/1628
Acknowledgements
Retrieved January 27, 2021 from https://downloads.hindawi.com/journals/edri/2018/3524879.pdf