Inclusive Education Believes and it’s Effects on the Education of Children with Physical Disabilities in Secondary Schools in Buea, Cameroon
Keywords:
Inclusive education believes, education, physical disabilities, cultural believes, family believes, teachers’ believes
Abstract
This study was designed to investigate “Inclusive education believes and its effects on the education of children with physical disabilities in the Buea municipality”. The objectives that were used for the study were; to examine the impact of cultural believe about inclusion on the education of children with physical disabilities in the Buea municipality, to examine the impact teachers believe about inclusion on the education of children with physical disabilities in the Buea municipality and to examine the impact of family believe about inclusion on the education of children with physical disabilities in the Buea municipality. The sample size was 60 students selected from three secondary schools in Buea municipality. The questionnaire was used to obtain information from correspondents and data were analyzed using percentages and frequencies. The following results were obtained; cultural believe about inclusion, teachers believe about inclusion and family believe has a positive role on the education of children with physical disabilities in the Buea municipality. Based on the above result, the following recommendations were obtained; teachers, counselors, parents, should assist students to make use of teaching materials in teaching.
References
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2. Ahsan, T., U. Sharma, and J. Deppeler, 2012, Challenges to prepare pre-service teachers for inclusive education in Bangladesh: beliefs of higher educational institutional heads: Asia Pacific Journal of Education, v. 32, p. 241-257.
3. Alborz, A., R. Slee, and S. Miles, 2013, Establishing the foundations for an inclusive education system in Iraq: reflection on findings from a nationwide survey: International Journal of Inclusive Education, v. 17, p. 965-987.
4. Anthony, J., 2011, Conceptualising disability in Ghana: implications for EFA and inclusive education: International Journal of Inclusive Education, v. 15, p. 1073-1086.
5. Arbeiter, S., and S. Hartley, 2002, Teachers' and Pupils' Experiences of Integrated Education in Uganda: International Journal of Disability, Development and Education, v. 49, p. 61-78.
6. Bakhshi, P., M. Kett, and K. Oliver, 2013, What are the impacts of approaches to increase the accessibility to education for people with a disability across developed and developing countries and what is known about the cost effectiveness of different approaches?, London, EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
7. Byrne, B., 2013, Hidden contradictions and conditionality: conceptualisations of inclusive education in international human rights law: Disability & Society, v. 28, p. 232244.
8. Chandee, S., and S. Suksakulchai, 2012, The factors influencing the achievement of hearing impaired students in Thailand: The Social Sciences, v. 7, p. 224-230.
9. Cockcroft, K., H. Dhana, and K. Greenop, 2010, Working memory functioning in deaf primary school children: Implications for inclusive education: Education as Change, v. 14, p. 201-211.
10. de Boer, A., S. J. Pijl, and A. Minnaert, 2010, Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature: International Journal of Inclusive Education, v. 15, p. 331-353.
11. de Boer, A., S. J. Pijl, and A. Minnaert, 2012, Students’ Attitudes towards Peers with Disabilities: A review of the literature: International Journal of Disability, Development and Education, v. 59, p. 379-392.
12. Deluca M, T. C., Kett M, 2014, Including children with disabilities in primary school the case of MashonalandZimbabww.
13. Donohue, D., and J. Bornman, 2014, The challenges of realising inclusive education in South Africa: South African Journal of Education, v. 34.
14. Donohue, D., and J. Bornman, 2015, South African Teachers' Attitudes toward the Inclusion of Learners with Different Abilities in Mainstream Classrooms:
International Journal of Disability, Development and Education, v. 62, p. 42-59.
15. Eleweke, C. J., and M. Rodda, 2002, The challenge of enhancing inclusive education in developing countries: International Journal of Inclusive Education, v. 6, p. 113126.
16. Emam, M. M., and A. H. H. Mohamed, 2011, Preschool and primary school teachers' attitudes towards inclusive education in Egypt: The role of experience and self efficacy: Procedia - Social and behavioral Sciences, v. 29, p. 976-985.
17. Erhard, L., J. Degabriele, D. Naughton, and M. Freeman, 2013, Policy and provision of WASH in schools for children with disabilities: A case study in Malawi and Uganda: Global Public Health: An International Journal for Research, Policy and Practice, v. 8, p. 1000-1013.
18. Ferguson, D. L., 2008, International trends in inclusive education: the continuing challenge to teach each one and everyone: European Journal of Special Needs Education, v. 23, p. 109-120.
19. Groce, N. E., and P. Bakhshi, 2011, Illiteracy among adults with disabilities in the developing world: A review of the literature and a call for action: International Journal of Inclusive Education, v. 15, p. 1153-1168.
20. Hettiarachchi, S., and A. Das, 2014, Perceptions of ‘inclusion’ and perceived preparedness among school teachers in Sri Lanka: Teaching and Teacher Education, v. 43, p. 143-153.
21. Hove, N., 2014, The effectiveness of special schools in the teaching of children with learning disabilities in South Africa: Mediterranean Journal of Social Sciences, v. 5, p. 1903-1907.
22. Itimu, A. N., and P. B. Kopetz, 2008, Malawi's special needs education (SNE): perspectives and comparisons of practice and progress: Journal of Research in Special Educational Needs, v. 8, p. 153-160.
23. Johnsson, T., and R. Wiman, 2001, Education, poverty and disability in developing countries.: Washington D.C., World Bank.
24. Johnstone, C., and D. Chapman, 2009, Contributions and constraints to the implementation of inclusive education in Lesotho: International Journal of Disability, Development and Education, v. 56, p. 131-148.
25. Johnstone, C., and H. Corce, 2010, "I have been given the power to teach. The children understand me very well": A preliminary study ofthe social and academic impact of deaf teacher training in Kenya: International Review of Education, v. 56, p. 149-165.
26. Kalenga, R., and E. Fourie, 2012, Trekking back to mainstream for inclusive education, is it there?: Educational Studies, v. 38, p. 175-187.
27. Kalyanpur, M., 2008, Equality, quality and quantity: challenges in inclusive education policy and service provision in India: International Journal of Inclusive Education, v. 12, p. 243-262.
28. Kalyanpur, M., 2011, Paradigm and paradox: Education for All and the inclusion of children with disabilities in Cambodia: International Journal of Inclusive Education, v. 15, p. 1053-1071.
29. Kalyanpur, M., 2014, Distortions and dichotomies in Inclusive Education for children with disabilities in Cambodia in the context of globalisation and international development: International Journal of Disability, Development and Education, v. 61, p. 80-94.
30. Kiuppis, F., 2014, Why (not) associate the principle of inclusion with disability? Tracing connections from the start of the ‘Salamanca Process’: International Journal of Inclusive Education, v. 18, p. 746-761.
31. Knoors, H., and M. Marschark, 2014, Teaching deaf learners. Psychological and development foundations: Perspectives on Deafness: USA, Oxford University Press, cm p.
32. Kristensen, K., M. Omagor-Loican, N. Onen, and D. Okot, 2006, Opportunities for inclusion? The education of learners with special educational needs and disabilities in special schools in Uganda: British Journal of Special Education, v. 33, p. 139-147.
Published
2022-04-28
How to Cite
[1]
Faizefu, D.A.R. 2022. Inclusive Education Believes and it’s Effects on the Education of Children with Physical Disabilities in Secondary Schools in Buea, Cameroon. International Journal on Integrated Education. 5, 4 (Apr. 2022), 233-245. DOI:https://doi.org/10.17605/ijie.v5i4.2992.
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