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Teachers' integration view in inclusive education pilot project: impact on Teaching Leadership

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Document pages: 14 pages

Abstract: In seven selected schools participating in the inclusive education pilot program in Northwest Cameroon, the opinions of secondary school teachers of general education were solicited. The survey results show that most teachers in Cameroon still prefer separate special education institutions to inclusive institutions. These conclusions contradict earlier studies, which showed that the resistance to integrated classrooms stems from beliefs and customs. Teachers who have received teaching training for students with disabilities and experienced and highly educated teachers are more supportive of inclusive education, which shows that the resistance to this practice is related to inadequate or complete lack of teacher preparation. Younger and less experienced teachers without special education and training saidss 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.

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