The Instructional Decisions of Teachers in Inclusive Education: From a Curriculum Stand point

Abstract

This study was planned to investigate “the extent to which teachers’ instructional decisions can influence inclusive practices in secondary schools”. The increase in the number of students with exceptionalities or difficulties in both public and private secondary schools in Cameroon motivated the researcher to carry out the study. The main research question was “To what extent can teachers’ pedagogic decisions influence inclusive education in secondary schools? Related literature was reviewed on teachers’ pedagogic decisions and inclusive education. The theory of instruction and the theory of multiple intelligences were used to give meaning to the problem of study. The qualitative approach was applied to carry out the investigation. Observation and Interview research methods were used. Data was collected using an observation guide and interview guide. The population of the study was made up of teachers of Government Bilingual High School Mendong-Yaounde. From this population, four teachers were selected for the study through non probability sampling technique. The data collected was analysed thematically following the objectives of the study. The results of the study revealed that teachers’ instructional decisions contribute to inclusive practices in schools. This study offer new insights as well that inclusive practices can be applied in school life to meet the needs of students with exceptionalities. Recommendations are made to teachers to create favourable learning environments for all the students.

Keywords: Instructional decisions, Inclusive Education, planning decisions, delivery decisions, assessment decisions, Curriculum.