Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership

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 on...

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Main Authors: Zachary Y. Mngo, Agnes Y. Mngo
Format: Article
Language:English
Published: Hindawi Limited 2018-01-01
Series:Education Research International
Online Access:http://dx.doi.org/10.1155/2018/3524879
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spelling doaj-c9634a3f0afe4e53b55c7bf560b4b0d52020-11-24T23:02:50ZengHindawi LimitedEducation Research International2090-40022090-40102018-01-01201810.1155/2018/35248793524879Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional LeadershipZachary Y. Mngo0Agnes Y. Mngo1Prince Mohammad Bin Fahd University, Khobar, Saudi ArabiaAndrews University, Berrien Springs, MI, USAThe 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.http://dx.doi.org/10.1155/2018/3524879
collection DOAJ
language English
format Article
sources DOAJ
author Zachary Y. Mngo
Agnes Y. Mngo
spellingShingle Zachary Y. Mngo
Agnes Y. Mngo
Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership
Education Research International
author_facet Zachary Y. Mngo
Agnes Y. Mngo
author_sort Zachary Y. Mngo
title Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership
title_short Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership
title_full Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership
title_fullStr Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership
title_full_unstemmed Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership
title_sort teachers’ perceptions of inclusion in a pilot inclusive education program: implications for instructional leadership
publisher Hindawi Limited
series Education Research International
issn 2090-4002
2090-4010
publishDate 2018-01-01
description 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.
url http://dx.doi.org/10.1155/2018/3524879
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