Pedagogic Barriers in Cameroon Inclusive Classrooms: The Impact of Curriculum, Teachers’ Attitudes and Classroom Infrastructures

Abstract

This study sought to examine if the curriculum, infrastructures and teachers’ attitudes may influence school exclusion amongst disabled pupils. Three hypotheses were formulated based on the three variables: curriculum (teaching programmes), infrastructures and teachers’ attitudes. 150 public primary school personnel from 12 primary schools in Yaounde, Mfoundi IV Sub- Division of the Centre Region of Cameroon were involved in this survey. A questionnaire was used for data collection. Both descriptive and inferential statistics were used to analyse the data. The results show that there was a significant impact of curriculum and teachers’ attitudes on inclusive classroom but there was no significant impact with respect to the infrastructure variable. Considering that infrastructure variables have no impact, we still recommend that good quality and relevant infrastructure be put in place and also teachers’ programme and training be revised to enhance the pedagogic skills that may include handing individual pupils’ differences in inclusive classrooms.

Key Words: dispositions, inclusive education, curriculum, infrastructure and teachers’ attitudes.