Pedagogic Barriers in Cameroon Inclusive Classrooms: The Impact of Curriculum, Teachers' Attitudes and Classroom Infrastructures

Autor/in	Tanyi, Maureen Ebanga
Titel	Pedagogic Barriers in Cameroon Inclusive Classrooms: The Impact of Curriculum, Teachers' Attitudes and Classroom Infrastructures
Quelle	In: Journal of Education and Practice, 7 (2016) 18, S.210-221 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Inclusion; Disabilities; Regular and Special Education Relationship; Teacher Attitudes; Curriculum; Educational Environment; Barriers; Hypothesis Testing; Elementary School Teachers; Questionnaires; Statistical Analysis; Teacher Competencies; Teacher Education; Teacher Characteristics; Cameroon + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Handicap; Behinderung; Lehrerverhalten; Curricula; Lehrplan; Rahmenplan; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hypothesenprüfung; Hypothesentest; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Statistische Analyse; Lehrkunst; Lehrerausbildung; Lehrerbildung; Kamerun
Abstract	This study sought to examine if the curriculum, infrastructures and teachers' attitudes may influence school exclusion amongst disabled pupils. Three hypotheses were formulated based on the three variables: curriculum (teaching programmes), infrastructures and teachers' attitudes. 150 public primary school personnel from 12 primary schools in Yaounde, Mfoundi IV Sub-Division of the Centre Region of Cameroon were involved in this survey. A questionnaire was used for data collection. Both descriptive and inferential statistics were used to analyse the data. The results show that there was a significant impact of curriculum and teachers' attitudes on inclusive classroom but there was no significant impact with respect to the infrastructure variable. Considering that infrastructure variables have no impact, we still recommend that good quality and relevant infrastructure be put in place and also teachers' programme and training be revised to enhance the pedagogic skills that may include handing individual pupils' differences in inclusive classrooms. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01