Teachers’ and principals’ perceptions of students with special education needs in Cameroon Secondary Schools
Advisor Information
Kristine Swain
Location
Milo Bail Student Center Ballroom
Presentation Type
Poster
Start Date
8-3-2013 9:00 AM
End Date
8-3-2013 12:00 PM
Abstract
This study examined teachers’ and principals’ perceptions of students with special education needs in Cameroon secondary schools. A 26-item survey was completed by 130 teachers and 4 principals from five secondary in Buea subdivision of Cameroon, Africa. The schools were classified as government, denominational or lay private general education schools. In addition to the surveys, 10 participants were selected to participate in an interview. The survey was analyzed using descriptive statistics and t-tests. The results show teachers’ and principals’ 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. Discussions will focus on future direction for research and creation of awareness of special education needs of students in Cameroon secondary schools.
Teachers’ and principals’ perceptions of students with special education needs in Cameroon Secondary Schools
Milo Bail Student Center Ballroom
This study examined teachers’ and principals’ perceptions of students with special education needs in Cameroon secondary schools. A 26-item survey was completed by 130 teachers and 4 principals from five secondary in Buea subdivision of Cameroon, Africa. The schools were classified as government, denominational or lay private general education schools. In addition to the surveys, 10 participants were selected to participate in an interview. The survey was analyzed using descriptive statistics and t-tests. The results show teachers’ and principals’ 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. Discussions will focus on future direction for research and creation of awareness of special education needs of students in Cameroon secondary schools.