Zachary Mngo and Agnes Mngo conducted a research that analyzed teachers’ view regarding inclusive education in the North-West region of Cameroon at the secondary level. The methodology of the research was quantitative non-experimental descriptive survey design. There were 346 full time state-licensed general education teachers from 7 secondary bilingual schools that served as participants for this study. The participants were given the survey during staff meetings with the presence of researchers’ representative who would explain and clarify details. In order to measure the attitudes of general education teachers’ towards inclusion, the participants had a month to fill in the survey with this new instrument known as the ORI (Opinions Relative to the Integration of Students with Disabilities) that provides the option of 6 possible responses.
The main results of this article indicate that although teachers are supportive of the benefits of an inclusive education, they still prefer the concept of having separate schools/classrooms for students with disabilities. To be precise, teachers felt like they lacked the training and resources that are necessary in order to teach students with special needs. Although teachers recognized the power of attending workshops, they still need to receive formal training to cope with the demands of an inclusive education. In truth, the more educated a teacher was, the more chances were that they are trained. Therefore, they were comfortable teaching students with disabilities. However, there are not many teachers that have access to this training. In other words, this study underlines the importance of implementing formal training and both human and material resources in order to effectively achieve an inclusive education. Another important aspect to take into consideration, is the fact that the Cameroonian culture views the education of students with disabilities as the responsibility of the parents and family members. To help teachers move away from this thinking, it is important to develop special education programs with courses that emphasize on the sensitivities and acceptance towards people with disabilities.
All in all, this study reveals that in order to ensure a successful integration of students with disabilities in general education classrooms, it is important to develop intensive training programs for an inclusive education, seek fundings from different sources to have essential resources (assistive technologies and devices), and partner up with foreign schools to access a variety of resources (textbooks, softwares, etc).