Abstract

This study investigates the attitudes held by general education teachers toward students with disabilities within inclusive education programs in Cameroon. Inclusive education aims to provide equitable learning opportunities by integrating students with disabilities into mainstream classrooms. The success of such initiatives relies heavily on the attitudes of general education teachers, as they are responsible for implementing inclusive practices and supporting diverse learners.

Using a mixed-methods approach, the research collected data through surveys and interviews with general education teachers from various primary and secondary schools that have adopted inclusive education policies. The study examines teachers’ perceptions of their roles, beliefs about the capabilities of students with disabilities, and their willingness to modify teaching strategies to accommodate diverse learning needs. Furthermore, it explores the impact of training, resources, and institutional support on teachers’ attitudes toward inclusion.

Findings reveal a complex landscape of attitudes among teachers. While some exhibit positive perceptions and demonstrate a commitment to fostering an inclusive environment, many express apprehension regarding their preparedness to address the challenges posed by students with disabilities. A lack of specialized training and insufficient classroom resources emerged as significant barriers, contributing to feelings of inadequacy and reluctance to embrace inclusive practices fully. Moreover, some teachers harbor misconceptions about the abilities of students with disabilities, which influences their willingness to engage in inclusive education.

The study emphasizes the critical need for comprehensive training programs that equip teachers with the skills and knowledge necessary to support all learners effectively. Additionally, enhancing collaboration among educators, special education professionals, and parents can help foster a more supportive environment for inclusive education.

In conclusion, addressing the attitudes of general education teachers is essential for the success of inclusive education in Cameroon. This research advocates for targeted interventions that promote positive perceptions and practical strategies to ensure that students with disabilities can thrive in inclusive settings.

Keywords: inclusive education, teacher attitudes, disabilities, Cameroon, educational equity, teacher training, mainstream classrooms.