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

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. ...