TEACHERS’ PERCEPTIONS OF STUDENTS WITH SPECIAL EDUCATION NEEDS IN CAMEROON SECONDARY SCHOOLS

Authors

    Rosemary Oneke Arrah , Kristine Swain

Published:

2021-04-20

How to Cite

Oneke Arrah, R. ., & Swain, K. . (2021). TEACHERS’ PERCEPTIONS OF STUDENTS WITH SPECIAL EDUCATION NEEDS IN CAMEROON SECONDARY SCHOOLS. International Journal of Special Education (IJSE), 29(3). Retrieved from http://internationalsped.com/index.php/ijse/article/view/12

Abstract

This study examined teachers’ perceptions of including students with special education needs in Cameroon secondary schools. Teachers (N = 130) from five secondary government, denominational or lay private schools in Buea subdivision of Cameroon, Africa, completed a 26-item survey. The survey was analyzed using descriptive statistics, t-tests, and ANOVA. The results show teachers’ perceptions of students with special education needs were favorable; however specific areas of concern were noted that included insufficient resources for special education, lack of training to work with students with special education needs, additional stress and anxiety when teaching students with special education needs, and preventing the learning of other students. The discussion focuses on future direction for research and creation of awareness of special education needs of students in Cameroon secondary school. ...

Keywords:

teachers' perception, cameroon, secondary schools

Issue

IJSE Vol 29, No: 3, 2014

Volume 29, Number: 3, Year 2014 of International Journal of Special Education