Introduction

In the last two decades, there has been a growing effort to implement inclusive education around the globe. However, although most teachers tend to approve of inclusion, implementing inclusion in mainstream classrooms poses considerable challenges for general education teachers, who are required not only to modify their teaching methods according to the special needs of their students, but at the same time also to maintain a high standard of academic achievements (Abegglen and Hessels 2018; Almog and Shechtman 2007; Einat 2006; Shechtman and Gilat 2005; Van Mieghem et al. 2018; Vaughn and Schumn 1994). Studies have demonstrated that the success of inclusion programmes depends mostly on teachers’ attitudes towards inclusion and professional special education knowledge (Sokal and Sharma 2017). Regrettably, even teachers who profess a positive attitude towards inclusion cannot overcome the problems related to its implementation, due to a lack of understanding of the issues involved and a lack of relevant teaching methodologies (Reiter 1999). Consequently, the research shows that teachers in inclusive classrooms often express dissatisfaction with the manner in which the educational system addresses their lack of special education knowledge and teaching techniques.

The feeling that they are left to deal with inclusion on their own with no proper preparation is shared by many teachers from different countries, such as Hong Kong (Lee et al. 2015), Spain (Chiner and Cardona 2013), Japan (Yada and Savolainen 2017), Croatia and Poland (Ćwirynkało et al. 2017) and Israel (Einat and Sharon 2015). In Israel, publication of the Margalit Committee (2001) report led to a substantial increase in the number of students with learning disabilities who are included in mainstream classrooms. However, in contrast to the inclusion efforts, policymakers in various divisions of the Israeli Ministry of Education have repeatedly stated that teacher-education programmes are already overloaded, and therefore additional training on the subject of students’ special needs can be acquired later, in the course of the teachers’ professional development (Avissar, Moshe, and Licht 2013). Unfortunately, this approach is inconsistent with the opinion of many Israeli teachers who feel that despite their willingness to teach in inclusive classrooms, they report that they have not been properly prepared (Einat and Sharon 2015).

The accumulating research suggests that inadequate preparation of preservice teachers is still common in many teacher colleges and universities worldwide (Sokal and Sharma 2017; Van Mieghem et al. 2018) and that general and special education programmes continue to operate under a dual system that separates regular and special education teacher trainees (Carroll, Forlin, and Jobling 2003). In these settings, many preservice mainstream teachers rarely experience special education and, in turn, encounter difficulties in teaching students with special needs when they begin teaching. For instance, in Hong Kong a recent study conducted by Lee et al. (2015) showed that mainstream preschool teachers tend to develop less favorable attitudes towards inclusion than special education teachers, because their training lacks practical pedagogy and does not increase teachers’ self-efficacy for teaching students with special needs.

The current study was set to examine the impact of such a professional development course on the perceptions and practices of Israeli teachers regarding the teaching of children with learning disabilities. Evidence of the importance of ongoing professional development can be found in the study conducted by Sokal and Sharma (2017), who demonstrated its effectiveness even for experienced teachers. In their study on a Canadian sample of pre-service teachers and experienced in-service teachers, they found significant differences in attitudes, concerns and efficacy for the inclusive teaching of teachers after participating in an inclusive education course. Their findings correspond with a recent meta-review of research on inclusive education (Van Mieghem et al., 2018), which concluded that these professional development courses are vital for the successful implementation of inclusion education because they provide effective pedagogical strategies and focus on changing attitudes and increasing teachers’ self-efficacy and motivation to educate students with special needs

Challenges in implementing inclusion in mainstream classrooms

 Several challenges are common to all those who practice inclusion. The first stems from the perception of inclusion as a problem, one that can be solved by introducing technical adaptations to the instructional programme. Such an approach leads to a struggle for material resources, instead of viewing inclusion as a broader social reform based on respect and tolerance for people with differences (Hegarty and Aspinall 2006). Another challenge is related to the conflicting demands of the educational system (Einat 2006). The inherent contradiction between maintaining the school’s high academic achievement levels and treating each student according to his or her unique needs, guarantees that some students will fail. Moreover, the research suggests that, driven by the pressure to comply with the existing curriculum, teachers who wish to perform instructional adjustments to accommodate students with special needs are unable to do so because of the load they are experiencing (Almog and Shechtman 2007). Thus, in a vicious cycle, teachers are constantly reproached for these failures, becoming defensive, angry and frustrated (Einat 2006).

Teachers’ attitudes towards inclusion

Research has shown that teachers’ attitudes towards inclusion are essential for successful inclusive teaching (Carroll, Forlin, and Jobling 2003; Sokal and Sharma 2014), whereas concerns about inclusion are associated with negative outcomes (Vashishtha and Priya 2013). Teachers’ attitudes towards inclusion appear to be influenced by teacher-, student- and school-related variables (Abegglen and Hessels 2018). Focusing on teacher-related variables, Vaz et al. (2015) found that age, gender, teaching self-efficacy and training collectively explained 42% of the variance in teachers’ attitude towards inclusion. Evidence from multiple countries suggests that while most teachers approve of inclusion and show a high willingness to teach in inclusive classrooms, many of them still question their ability to teach students with special needs (Chiner and Cardona 2013). In Israel, the research has shown that while 77.6% of Israeli teachers in regular education were found to hold positive attitudes towards inclusion, less than 20% of them expressed satisfaction with the amount of time available to them to implement inclusion, the relevant professional training given them for this purpose, the relevant pedagogical resources that were available to them and the professional support they received (Einat and Sharon 2015). In addition, Vaughn and Schumn (1994) warned that large class size, lack of resources for effective teaching, absence of parental involvement, lack of funding, excessive workloads and lack of teaching aids and facilities, may impede teachers’ attitudes towards inclusion. Almog and Shechtman (2007) found that teachers’ lack of involvement in decisions concerning their students, lack of information regarding students’ difficulties and lack of knowledge about ways to cope with these difficulties, led to the formation of negative attitudes towards inclusion.

Statement of the Problem

Inclusive education is a fundamental approach aimed at ensuring equal learning opportunities for all students, including those with impairments. In Cameroon, particularly in Yaoundé, efforts have been made to train teachers in inclusive education to enhance the academic performance of students with disabilities. However, the effectiveness of such training remains unclear. Many students with impairments still face challenges such as inadequate support, lack of adapted teaching strategies, and insufficient resources. It is uncertain whether teacher training in inclusive education significantly improves students’ academic performance or if additional interventions are needed. This study seeks to assess the impact of teacher training in inclusive education on the academic performance of students with impairments in Yaoundé.

Research Questions

1. How does teacher training in inclusive education influence the academic performance of students with impairments in Yaoundé?
2. What challenges do teachers face in implementing inclusive education strategies after training?
3. What specific inclusive education techniques are most effective in enhancing the academic performance of students with impairments?
4. How do students with impairments perceive the impact of teacher training on their learning experiences?
5. What additional measures can be taken to improve inclusive education in Yaoundé?

Research Objectives

1. To examine the influence of teacher training in inclusive education on the academic performance of students with impairments in Yaoundé.
2. To identify challenges faced by teachers in implementing inclusive education strategies after training.
3. To assess the effectiveness of specific inclusive education techniques in improving the academic performance of students with impairments.
4. To explore students’ perceptions of how teacher training affects their learning experiences.
5. To propose recommendations for improving inclusive education in Yaoundé.

Hypotheses

H₀ (Null Hypothesis): Teacher training in inclusive education has no significant impact on the academic performance of students with impairments in Yaoundé.

H₁ (Alternative Hypothesis): Teacher training in inclusive education has a significant positive impact on the academic performance of students with impairments in Yaoundé.