Including Students With Special Needs in a Mainstream Classroom in Cameroon

This qualitative study used a survey research design to collect perception data from ten general educators from Northern Cameroon to examine the attitudes and instructional efficacy of the regular education teacher towards the inclusion of learning disabled students in the Northern part of Cameroon in grades 9 to 12. The findings of this study indicated that there is a need to train general education teachers for inclusion. Participants believe general education teachers need supports, logistics, professional development and training in inclusion practices. They all mentioned teachers need training, support and resources. Teachers should possess the skills that facilitate all learning styles. Participants’ perception of the inclusion model was that, inclusion helped students make social, emotional, and academic gains. However, their perceptions were challenged by the negative experiences that they reported having while implementing the inclusion model. Implications for positive social change are that general education teachers may be more tolerant of students with special needs in general education classrooms. All participants felt that their lived experiences impacted their attitudes, beliefs, and perception of the inclusion model. Further research should focus classroom observations, special education teachers, paraprofessionals, and administrators’ views, support, perceptions, and instructional practices for inclusion.