ABSTRACT

This study assesses parents’ attitudes towards children with special needs in selected primary schools in Bamenda, Cameroon. Parental attitudes play a crucial role in shaping the educational experiences and social inclusion of children with special needs. Understanding these attitudes is essential for developing effective support systems and fostering inclusive education.

A mixed-method research design was used, incorporating both quantitative surveys and qualitative interviews. The study aimed to evaluate the nature of parents’ attitudes, identify factors influencing these attitudes, and understand their impact on children’s educational experiences.

The findings reveal a range of parental attitudes towards children with special needs. Positive attitudes are associated with greater support for inclusive education and active participation in school activities. Parents who exhibit supportive and accepting attitudes tend to advocate more effectively for their children’s needs, contributing to better educational outcomes and social integration. Conversely, negative attitudes, including stigma and misinformation, were found to hinder the development of supportive educational environments.

Factors influencing parental attitudes include awareness of special needs education, personal experiences, and societal perceptions. Parents with higher levels of awareness and education generally displayed more positive attitudes. Challenges such as lack of information, cultural beliefs, and limited resources were identified as barriers to fostering supportive attitudes.

The study concludes that positive parental attitudes are crucial for the effective inclusion of children with special needs in primary schools. Recommendations include increasing awareness and education about special needs among parents, providing support resources, and addressing cultural misconceptions. These measures can enhance parental support, improve educational experiences for children with special needs, and promote more inclusive school environments in Bamenda.

Keywords: parental attitudes, children with special needs, primary schools, Bamenda, Cameroon, inclusive education, support systems.