Presentation Title

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.

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COinS
 
Mar 8th, 9:00 AM Mar 8th, 12:00 PM

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.