Title: Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership
Type of the resource: Article
Funded by: Prince Mohammad Bin Fahd University, Khobar, Saudi Arabia and Andrews University, Berrien Springs, MI, USA
Authors: Zachary Y. Mngo and Agnes Y. Mngo
Type of disability: ALL TYPES
Target education level: Primary education
Secondary education
Language(s): English
IPR: No
OER: No
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
Legislations on inclusive education in Cameroon has been stalled by diverse factors that this study was aimed to investigate
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Study showed that teachers in Cameroon still mostly support special education system for students with special needs.
Sources and means of verification: (What are the sources of information for these indicators?)
UNESCO Salamanca Statement
Risks and Challenges:
Even though Cameroonian government has signed treaties that promote inclusion in all primary and secondary educational institutions, inclusive education is lagging behind. In addition to this, the complicated relationship between ministries makes it difficult to understand who has to be in charge of processes of inclusion.
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
To understand the attitude of teachers regarding inclusive education by conducting the questionnaire
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Studies have showed that teachers in Cameron do not consider inclusive education as a beneficial model for students without disabilities. Moreover, they are not sure whether the students with special needs will not make adequate efforts to complete their tasks in inclusive classrooms. This can show that much work needs to be done to change the attitude of teachers and school staff towards inclusive education.
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
First of all, public attitude to inclusive education has to be changed.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Draw attention to the problems of inclusive education in Cameroon that will give impetus to development of an intensive in-service training programs for teachers in special and inclusive education. Also, research encourages for possible fundings that might ease the process of inclusive education adaptation.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
SEEPD is the first organized practice in Cameron that brings up problems of national inclusive education to public attention, however SEEPD doesnt possess enough fundings and covers only limited number of schools. With the results of gived research, SEEPD needs to reorganize its structure and revise its activities in order to get more public support and fundings.
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Partnering with the foreign schools to see how they have overcome barriers and obstacles; searching for additional fundings to make sure that all students have equipment and technologies available in classrooms.
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
A quantitative nonexperimental descriptive survey was used in this study. Participants included 346 fulltime state-licensed general education teachers from 7 secondary bilingual schools in the Northwest Region of Cameroon.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
EEPD pilot inclusive education program in the Northwest Region of the country.
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
This study revealed that the acceptance of inclusive education in Cameroon still remains challenging.
The success of transition to inclusivity will depend on the input of national educational stakeholders, including government, churches, private individuals, educational leaders, and teachers.
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