Inclusive Education in Cameroon: Challenges and Prospects

Abstract

This paper centres on inclusive education in Cameroon. The study assessing the limitations of the Cameroonian education system in inclusive education; identifying the challenges faced by teachers in managing learners with special needs and proposing a way forward for the success of inclusive education in Cameroon. Two inclusive schools were used CEFED Inclusive Nursery and Primary School Santa and Model Bilingual Nursery and Primary School Nkwen. This descriptive survey made use of a questionnaire, an interview guide, and an observation guide as instruments for data collection, all constructed by the researchers. The sample of the study was 20 teachers purposively selected from the two inclusive schools under investigation. The self-delivery method was used to collect the data. Data analysis was descriptive with the use of frequency counts and percentages. The findings indicated that teachers have insufficient knowledge on effective classroom management strategies in inclusive classrooms (75%); Teachers’ professional training does not meet the challenges in inclusive classrooms (70%); Teachers use abstract materials in teaching pupils in inclusive classrooms (75%) of the 20 teachers of the study used only abstract materials in their teaching; and that teachers have limited competences in teaching inclusive classrooms (75%). It was concluded among others that all teacher training colleges and universities should include inclusive education as a subject in their curriculum so that the graduates are empowered with skills to teach pupils with special needs.

DOI: 10.7176/JEP/10-12-14

Publication date: April 30^th 2019