Teachers' Perceptions of Inclusion in a Pilot Inclusive Education Program
Implications for Instructional Leadership
Bibliographic Data
| ID | 5686549 |
|---|---|
| Authors | Zachary Y Mngo (0000-0002-3696-0615), Agnes Y Mngo |
| Year | 2018 |
| Volume | 2018 |
| Pages | 1-13 |
| Publication date | 2018-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Research International (JOURNAL) |
| Journal identifiers | ISSN: 2090-4010 • E-ISSN: 2090-4002 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1155/2018/3524879 |
| OpenAlex | W2795086767 |
| Language | EN |
| Citations received | 10 |
| References cited | 20 |
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
Enthusiasm · Inclusion (mineral · Mathematics education · Medical education · Pedagogy · Perception · Political science · Preparedness · Resistance (ecology · School teachers · Special education · Disability Education and Employment · Family and Disability Support Research · Inclusion and Disability in Education and Sport · Medicine · Psychology · Social Psychology
Instructional leadership in a 21 st century global context
Percepciones docentes y familiares acerca del rol de los equipos directivos como líderes inclusivos en la Educación Primaria
A comparative study of pre-service teachers’ knowledge and perceptions of, and attitudes toward, inclusive education
Confirmatory factor analysis of the Teacher Efficacy for Inclusive Practices scale
Teachers' emotional intelligence as a predictor of their attitude, concerns and sentiments about inclusive education
Evidence-based training approach for higher education faculty
Teachers’ Sociodemographic Characteristics, Psychological Distress, Job Satisfaction, and Their Willingness to Include Children with Special Needs in Regular Classes
Teachers understanding of inclusive education and challenges in implementation in the English education system in Cameroon
Analysis of Ghanaian teachers’ attitudes toward inclusive education
Attitudes of teachers in Bulgarian kindergartens towards inclusive education
A Survey into Mainstream Teachers' Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority
Teachers’ attitudes towards inclusion in high schools
Attitudes of pre-service mainstream teachers in Singapore towards people with disabilities and inclusive education
Inclusive education
Influence of teacher preparation programmes on preservice teachers’ attitudes toward inclusion
Pre-service teachers’ attitudes towards children with disabilities
| Citations per year | 1.25 |
|---|---|
| Citation span | 2018 - 2026 (9) |
| Highly cited | No |