Readiness of Regular Primary Schools Teachers’ Readiness to Implement Inclusive Education for People with Physical Disabilities in the Buea Sub-Division
Department: Educational Psychology
No of Pages: 71
Project Code: EPY7
References: Yes
Cost: 5,000XAF Cameroonian
: $15 for International students
ABSTRACT
This
study focused on Readiness of regular primary schools’ teachers’ readiness to
implement inclusive education for people with physical disabilities in the Buea
Sub-division. Specifically, the study sought to establish whether training in
special needs education influence implementation of inclusive education in the
lower grade primary school and to explore the status of inclusive environment
in relation to implementation of inclusive education in the lower grade primary
schools.
The
study was premised on Vygosky’s Social Development Theory as the theoretical
underpinning with a concept of Zone of Proximal Development which maintains
that students can learn abstract ideas through the help of informed others.
Descriptive survey design was adopted for the study. The study targeted all
primary teachers in the mainstream schools.
Stratified,
simple random sampling and Purposive sampling techniques were used to sample 30
respondents (Teachers and administrative heads) using a structured
questionnaire. Collected data were analyzed Descriptively and data presented
using tables. The study findings revealed that all the teachers have received
basic training in special needs, but this training was not adequate for them to
provide effective lessons for leaners with special needs.
It
was also revealed that special units are not well equipped with teaching and
learning resources that meets the needs of all inclusive learners. In
conclusion, the ministry of education has done very little towards preparing
primary school teachers for inclusive education.
The
main recommendation is that the ministry of education to ensure inclusive
disability type specialization by participating schools and conduct mass
training to get enough teachers for all schools with special units.
CHAPTER ONE
GENERAL INTRODUCTION
Introduction
Education
is critical to expanding the life prospects of everyone including people with
disabilities. The socialization of children with disabilities (CWDs) through
education assumes an unusually important role in societies where social
exclusion of pupils with disabilities is significant. The National Policy on
Education (2004) recognizes the importance of inclusion or integration of
persons with disabilities.
This
is to ensure that every child irrespective of his/her physical or mental
ability has the right to education together with the normal children.
Integration provides opportunities for all citizens, including pupils with
disabilities to fully participate at all levels of the society.
Recent
moves towards the inclusion of pupils with disabilities in inclusive classrooms
have focused attention on how teachers perceive these pupils, what constitutes
the educational success of pupils with disabilities in inclusive classrooms,
and the ability to provide effective instruction for them.
Lewis
(1993) sees integration as a school and societal reform in the education of
pupils with disabilities. Educating children with disabilities is essential for
independent living, alleviation of poverty and sustainable development.
The
impact of keeping disabled children at home and economically inactive, denying
them education, as well as impacting family members who are unable to work due
to caring responsibilities all contribute significantly to the impoverishment
of persons with disabilities, their families and their communities.
At
its most basic, equal treatment in education for pupils with disabilities
involves equal access to educational opportunities. This means that if all
pupils are treated equally without discrimination, making sure that the pupils
with disabilities have access to the school environment and facilities, they
will be able to complete school and get jobs for themselves without having to
rely on others.
However,
parents of children with disabilities have reported situations where their
children are unable to start school with their peers at the beginning of the
school year or are able to attend school only part-time because appropriate
support and accommodation are not available (Lewis & Little, 2007).
This
research is made up of five chapters that are to explain the research topic, in
chapter one we have the general introduction, that welcomes the reader about
the topic and tells us more on what will be done in the other chapters.
In chapter two we have the literature review
that elaborates on the background of the study such as the conceptual,
historical, theoretical, contextual review of the study and next will be
chapter three that makes mention of the research methodology which brigs the
different research method that will be used and the population that will carry
the research and that will lead us to developing a questionnaire to have a more
reliable justification of the topic and more we have chapter four and five that
makes up the analysis of the work and conclude the research topic.
Background to the Study
Historically,
prior to the Universal Declaration of Human Rights, (UDHR) which was adopted by
the United Nations General Assembly (UNGA) in Addis Ababa in 1948, many pupils
with disabling conditions were excluded from the benefit of a public education
(Madaus; et.al., 1989).
Since
most countries in the past exempted such pupils from compulsory attendance
required by the early 1970s, courts began to recognize that the denial of
special education services to the disabled constituted the denial of due
process and equal protection.
Once a state makes public education available to all learners, it must make equal educational opportunities available to all pupils (McCarthy and Cameron, 1981) as cited by Madaus, et.al (1989).Philosophies regarding the education of children with disabilities have changes dramatically over the past two decades, and several countries have led in the effort to implement policies which foster the integration, and more recently, inclusion of these pupils into mainstream environments.
Here,
although the movement of inclusive education has gained grounds in recent
years, a key element in the successful implementation of the policy is the
views of the personnel who have the major responsibility of implementing it
that is teachers. It is argued that teachers’ beliefs and attitudes are
critical in ensuring the success of inclusive practices since teachers’
acceptance of the policy of inclusion is likely to affect their commitment to implementing
it (Norwich, 1994)
International
bodies, governments, organizations have come to realize the importance of the
education of each and every child irrespective of their needs and disabilities.
The World Conference on Education for All (EFA) in Jomtien (1990) talked of
getting all children to school and giving them the suitable education even
though, practically, it did not include children with disabilities.
In
1993, the standard rules on the equalization of opportunities for persons with
disabilities came with a bright future for disabled persons. It was not long in
1994 when the Salamanca Statement on Inclusive Education called for the
education of each and every child irrespective of the disability, to be
included in school and consideration was made as regards their individual need
(UNESCO, 1994).
Conceptually,
inclusive education is the process of educating all students in general
education classes in their neighborhood schools with quality instructions,
intervention and support by providing equitable and quality education to all
children without any form of discrimination (Maryland Coalition for Inclusive
Education (MCIE), 2012; UNESCO, 2016). Yeri (2016) posited that inclusive
education involves all learners living with and without disability getting
education together and achieve more.
It
is where learners living with disability access normal curriculum, increased
concentration span, improved literacy and communication skills and develop more
friendship resulting to low rates of suspension, low rates of school drop-out
hence improved academic achievement and higher rates of employment (National
Dissemination Centre for Children with Disability (NDCCD), 2016).
Special
needs education mainly focuses on children with developmental disabilities and
those who are gifted and talented. These children typically differ from those
who are average in mental, sensory, communication, physical, behavioral or
emotional developments.
Due
to their unique disabilities and characteristics, there is need for modification
of school routine, collaborative and respectful school culture for this
category of learners to become competent, develop social relationship with
their age mates and to be participating members of the school community (Kirk
and Gallagher, 2005). Readiness, Teachers' readiness for inclusive education in
this study refers to teacher's knowledge and understanding, skills and
abilities, and attitudes towards inclusive education.
Research
studies have consistently highlighted that teacher readiness for inclusive
education is a significant factor for the successful inclusion of students with
special educational needs (see Kwon, Hong, and Jeon 2017; Movkebayeva et al.
2016; Pershina, Shamardina, and Luzhbina 2018; Zulfija, Indira, and Elmira
2013). However, there is relatively little evidence on teacher readiness in
developing nations such as Maldives.
In
the past, researchers have engaged a number of dimensions for measuring teacher
readiness. Pershina et al. (2018) for instance, proposed an organisational and
personal approach that was based on two major categories, professional
readiness and, psychological readiness. As reported by the authors, the
professional preparedness was evaluated against specific sub areas which
focused on knowledge and skills, while psychological readiness involved areas
related to accepting diversity in the teaching and learning processes.
Many
researches have been carried out on the implementation of the policy of
inclusive education. Literature has shown that the success of inclusive
education depends to a large extent on the willingness and the ability of
teachers to make accommodation for individuals with disabilities (Heiman, 2004,
Vaughn; et.al, 1996).
Some
studies also show that teachers who are aware of inclusive policy are willing
to be part of the inclusive team while other studies found out that teachers
agree that inclusion is important but many find it difficult to apply (Danne
& Beirne-Smith, 2000).
Theoretically,
this study was guided by Vygosky (1978) theory which underscored the critical
importance of culture as well as the importance of the social contexts for
cognitive development. His concept of Zone of Proximal Development maintained
that learners are able to conceptualize/master concepts and ideas that they cannot
understand on their own with the help of an adult or informed other.
In
the context of the current study, a pupil-teacher relationship formed the zone
of proximal development and came out to be imperative. Teachers’ preparedness
therefore, according to Vygosky is combination of determinants forming zone of
proximal development.
Through
social interaction between the teacher and the pupil the teacher influences the
learner to understand even the concepts which appeared abstract. The theory
assumes that the teacher helps a learner “socialize” and in the process learn
from the wider society, a prototype of which is the inclusive school setting.
Nevertheless, it would be more empowering and enabling for teachers to acquire
relevant skills to help special needs learners in education benefit in an
inclusive setting.
Socialization
is an important medium of learning and if learners with SNE are placed in an
integrated setting whether through reverse integration or inclusion, then they
will socialize with their teachers, ‘normal’ peers which facilitate learning
(Yeri, 2016).
Howard
Gardner’s Theory of Multiple Intelligences (1983)
Multiple
intelligences are eight or nine ways of demonstrating intellectual ability. It
is how an individual learns best. Multiple intelligences theory was developed
in 1983 by Dr. Howard Gardner, professor of education at Harvard University in
his book Frames of Mind.
The
theory suggests that traditional ways of testing for intelligence may be biased
to certain types of individuals. This theory has emerged from recent cognitive
research and “documents the extent to which pupils possess different kinds of
minds and therefore learn, remember, perform and understand in different ways”.
According
to this theory, we are all able to know the world through language,
logical-mathematical analysis, spatial representation, musical thinking and the
use of the body to solve problems or to make things, and reach an understanding
of other individuals and ourselves.
Where
individuals differ is in the strength of these intelligences – the so called
profile of intelligences and in the ways in which such intelligences are invoked
and combined to carry out different tasks, solve diverse problems and progress
in various domains”.
According
to Gardner, these differences “challenge an educational system that assumes
that everyone can learn the same materials in the same way and that a uniform,
universal measure suffices to test pupils learning”. He argues that “a
contrasting set of assumptions is more likely to be educationally effective.
Pupils learn in ways that are identifiably distinctive.
The
broad spectrum of pupils and perhaps the society as a whole would be better
served if disciplines could be represented in a number of ways and learning
could be assessed through a variety of means”. Individuals possess eight or
more relatively autonomous intelligences. Individuals draw on these
intelligences, individually and corporately, to create products and solve
problems that are relevant to the society in which they live.
Furthermore,
the eight identified intelligences include; linguistic intelligence,
logical-mathematical intelligence, spatial intelligence, musical intelligence,
bodily-kinaesthetic intelligence, naturalistic intelligence, interpersonal
intelligence and intrapersonal intelligence. Recently, the ninth intelligence
“existential intelligence” was introduced.
Contextually,
in Cameroon, the enactment of the 1995 Education Forum organized by MINEDUC
(1995) states that one of the social objectives is the eradication of all forms
of discrimination on access to education. In addition, section 35 of Law No
98/004 of 14thApril 1998 to lay down guidelines for education in Cameroon
states that “the physical and moral integrity of pupils shall be guaranteed
with the educational system”.
Consequently,
all forms of discrimination shall be proscribed (Tambo, 2012). Despite the
awareness of the human rights educational laws and policies that govern the
rights of all pupils to education, a lot of disabled pupils do not receive
formal education in both public and private schools. Rather, the few who had
the opportunity were isolated from the regular classroom setting to special
education centers.
Presently, a number of them do not still receive education in the regular education setting. Decree No 90/1516 of 26 November 1990 to lay down the conditions for the implementation of law No 83/13 of 21 July 1983, revised in 2010, relating to the protection of disabled persons states that disabled children and adolescents shall be educated in normal and special educational establishments.
The
decree further states that children with disabilities including those with
hearing, visual and mental deficiencies shall receive special education to
enable them acquire the needed independence for their enrolment into normal
schools. In addition, schools where disabled pupils are enrolled shall if
necessary, have specialized staff and appropriate teaching aids for the
education of such children.
In
order to facilitate the access of disabled children into classrooms, the normal
or regular schools which admit them shall as much as possible have the
necessary facilities as provided for in article 35 of this decree which states
that when carrying out studies on an executing low-cost housing project, the
constructing authorities may make provisions for a number of specially designed
infrastructures to be used by disabled students with reduced mobility or in
wheelchairs.
Decree
No 90/1516 of 26 November 1990 to lay down the conditions for the
implementation of law No 83/13 of 21 July 1983 relating to the protection of
disabled person’s states that disabled pupils shall be allowed to repeat a
class twice if their failure is as a result of their physical and mental
condition.
The Universal Declaration of Human Rights (UDHR) which was adopted by the United Nations General Assembly (UNGA) in December 1948 made a number of assertions about the inalienable rights of every human being. The declaration guarantees for the individual a whole range of basic freedom of which education is one (Mbua, 2002). Article 26 of the declaration made the following assertions:
- Everyone has the right to education. This shall be free at least at the elementary and primary stages.
- Parents have a prior right to choose the kind of education that shall be given to their children (Mbua, 2002).
When
teachers have it in mind that everyone has the right to education, they will
try to shape their behavior and put in their best to ensure that every child
irrespective of their condition receives education freely.
In
the 1995 Education Forum organized by MINEDUC, the first reason for the social
objective of the forum was “the eradication of all forms of discrimination on
access to education (Tambo, 2003). In 1993, the United Nation set Standard
Rules on the Equalization of Opportunities for persons with disabilities (rule
6) stated that education should be provided in ‘an integrated school setting’
and ‘in the general school setting’.
In
Cameroon in general and Buea Sub-division in particular, children with
disabilities are still considered as misfits in the society. Many of such
children are found in our communities but we don’t find them in schools, and if
some are found in there, many eventually drop out. Many teachers and school
administrators turn to think that children with disabilities should be educated
in special schools than in regular schools with their peers without
disabilities.
Inclusive
education is an educational system that values the strengths and weaknesses of
each individual learner and seeks ways to ensure that each learner benefits
from the educational system irrespective of their unique and diverse needs.
Inclusive education believes that difference is normal and the school system
should restructure itself to meet the unique and diverse needs of learners in
the classroom.
As
long as the majority of children with disabilities are excluded from education,
the EFA goals will not be met (Peters, 2003). The Salamanca Statement (UNESCO,
1994) promoted international commitments of inclusive education to meet the
target of achieving EFA goals including children with disabilities (Eleweke and
Rodda, 2002).
It
is not only focused on access to education but meaningful participation in an
inclusive classroom. Inclusive education is recognized as part of the human
right agenda in which the people have the right to access education as well as
equitable right within education (Florian, 2008).
The
government of Cameroon has been trying to prepare the ground for educating
pupils with disabilities as advocated by UNESCO’s Education for All (EFA)
goals. This has been done through the organization of seminars and workshops
within the country, signing and ratification of some legislations and policies
internationally and locally.
The
University of Buea is also offering special education programs which take into
account the focus on inclusive education. Based on the Republic of Cameroon
(2013) report on the 53rd session of the African commission on human and
people’s right of the African Union, Cameroon has signed a number of
instruments to promote and protect the right of Persons with Disabilities
(P.W.D).
This
include the United Nation Convention on the right of people living with
disabilities adopted in New York on 13th December 2006 and signed on 1st
October 2008, the Optional Protocol to the United Nation Convention on the
right of persons with disabilities adopted in New York on 13th December 2006
and signed on 1st October 2008. Among the legislative and regulatory text
adopted at the local level to protect and promote human rights of PWD is law
number 2010/002 of 13th April 2010 on the protection of PWD.
As stated by the Ministry of Social Affairs (2015), in order to remedy the discrimination and marginalization faced by PWDs, the government of Cameroon joined the international community in the development of a global policy such as:
- The adoption of the Convention on the Rights of Persons with Disabilities and the Optional Protocol thereto by the General Assembly of the United Nations on December 13th 2006, and duly signed by Cameroon on October 1st 2008.
- The effective implementation of the Committee on the Rights of PWD’s in Geneva.
- The extension of the African Decades of PWD for the 2010-2019 periods.
This
is to ensure that the unique need of every child is met.
Due
to the 1983 Presidential Decree, other regulations were introduced principally
through the initiative of the Ministry of Social Affairs in collaboration with
the Ministries of Basic, Secondary and Higher education. In this respect, the
following circulars could be cited: Joint Circular No 34/06/JC/MINESEC/MINAS of
2nd August 2006 relating to the admission of CWD’s and children born of needy
parents with disabilities into government education establishments; Joint
Circular No 283/07/JC/MINESEC/MINAS of 14th August 2007 relating to
the identification of CWD’s enrolled in government primary schools, colleges,
high schools and participation in official exams.
Moreover,
the education sector strategy for 2013-2020 adopted in August 2013 emphasize
inclusive education and spells out the following orientations: specific modules
will be introduced in the initial training of trainers, sight savers, an
international non-governmental organization in collaboration with the
Ministries in charge of education, and the Ministry of Social Affairs began to
commission studies to organize workshops on inclusive education especially at
the primary level of Cameroon.
One of these workshops was held at Ebolowa from 18th-20th December 2013 and recommended:
- Reviewing the primary school syllabus for the purpose of including inclusive education modules into primary school curriculum.
- Mobilizing all the Ministries of education and other partners involved in inclusive education for the preparation of strategic and functioning plans for the implementation of inclusive education.
In
April 2015, the second Biennal Inclusive Education Symposium in West and
Central Africa took place at the University of Buea from 6th-10th April 2015.
It had as theme “Perspective of Inclusive Education in West Africa with
Multidisciplinary focus: “Including the Excluded”. The attitude of teachers and
pre-service teachers’ inclusivity are critical to the success of inclusive
practices.
Teacher
education has been found to significantly influence attitudes toward inclusive
education. Therefore, lack of teacher education and support has also been
identified as a barrier to inclusive education. Teachers’ attitudes influence
the implementation of inclusive education practices in the classroom
(Washington, 2013).
For
inclusive education to be eventually effective Buea Sub-Division, the attitude
of teachers need to be looked into since they are the ones working with the
pupils, and can influence policies that promote inclusive practices in schools.
This study aimed at giving an in-depth exploration of primary school teachers’
attitudes about pupils with disabilities in the classroom.
The
focus is on primary schools because they provide basic education to the
children. If the foundation is well established, these pupils will have a sense
of belongingness which might run through the other levels of education.
It
is hoped that if the education of this group of people starts at the basic
level, all learners will be equipped with both academic and social skills,
knowledge and values necessary for their growth and development.
Statement of the Problem
The
global need for social justice and the respect of the human rights including
the right to education of all persons is a major area of concern. The Cameroon
government has made efforts in ratifying many laws and international
conventions such as Education for All (EFA), 1990, and the Salamanca Statement
of inclusion (UNESCO; 1990, 1994) among others. Despite the existence and
awareness of some national education laws, regulations, and policies, practical
experience has shown that there is a growing population of disabled pupils not
attending school.
There
are many children who are not enrolled in school, and if found, eventually drop
out before reaching primary six. Without
an education through schooling and effective learning, children with
disabilities may not be able to contribute to their individual and societal
development; consequently, they tend to rely on others.
When
these children are deprived of the right to education due to lack of learning
support programmes, pupils with disabilities face segregation and discrimination
in education which may affect their wellbeing and normal functioning and may
lead to a state of perpetual dependency.
Besides
challenges experienced by learners, primary school teachers may lack adequate
knowledge and skills to teach disabled pupils. In addition, teachers’ attitudes
towards learners with disabilities may also contribute to school dropout as
well as academic under-attainment of pupils with disabilities.
Akinlosotu
and Nathaniel, (2017) pointed the following to be some of the disorders found
in children with disabilities. mental retardation, learning disabilities,
emotional and behaviour disorder, communication disorders, hearing loss,
blindness and low vision, physical disabilities, autism, severe disabilities,
multiple disabilities, deaf/blindness, and gifted and talented.
Scholars
have argued that acceptance to include these category of students in a general
class depends on teachers’ attitude towards special need students (Fakolade,
Adeniyi and Tella, 2009; Florian, 2012; Dukmak, 2013).
Studies
in Nigeria has shown that some teacher still have a negative attitude towards
inclusion of children with learning difficulties in classroom (Moothedath et
al., 2016). Teachers’ attitude has implications on student’s own attitude and
their learning outcomes. A teacher’s attitude has the power to enhance or
seriously harm the quality of life of students with disabilities.
The
integration of students with learning disabilities within the mainstream
classroom depends on the teachers as they are considered as mediators in the
inclusive education process (Campbell et al., 2003). In this regard, this study aims at exploring
the regular primary schools’ teachers’ readiness to implement inclusive
education for people with physical disabilities in the Buea Sub-division and to
make useful suggestions to help improve educational services.
Research Objectives
Main Objective
The
purpose of this study was to examine regular primary schools’ teachers’
readiness to implement inclusive education for people with physical
disabilities in the Buea Sub-division.
Specific Objective
Specifically,
the study sought to;
- Establish whether training in special needs education influence implementation of inclusive education in the lower grade primary school.
- Explore the status of inclusive environment in relation to implementation of inclusive education in the lower grade primary schools.
