Regular teacher's perception of inclusive education in the northwest region of Cameron

Abstract

One of the most serious issues raised by stakeholders in Cameroon's educational sector is the widespread discrimination in the admission of children with special needs into mainstream schools, even though there are original texts and regulations governing them. One of the major challenges in implementing inclusive education is a lack of qualified personnel, as schools of education engaged in teacher training do not provide students with inclusive education skills/courses. Laws and regulations have been enacted without considering the views of these teachers, who are tasked with ensuring that all students in their respective classrooms have equal access to education. The study aims to understand mainstream teachers' perceptions of inclusive education in relation to their level of training, using Bandura's theory of self-efficacy as a guide. The study employed a phenomenological research design. The study used a convenience sample of six participants, with data collected through semi-structured phenomenological interviews. The interpretative phenomenological analysis method was used to analyze data from interviews (IPA). Even though these regular classroom teachers face several challenges in the form of rigid curriculums, limited level of training, lack of resources, limited administrative support, and a lack of infrastructural modification, data analysis revealed that teachers have a positive perception of inclusive education because they have come to understand from personal experience the importance of leaving no child behind and granting them equal opportunity. They believe that inclusive education can be effective if changes are made to the existing curriculum to accommodate learners with special needs, the development of IEP plans and collaborative teaching, the introduction of more in-service training programs, seminars, and conferences, and the provision of necessary resources through administrative support.