Abstract

This study was aimed at investigating the regular teachers attitudes and achievement of students with disabilities in the Kumba 1 sub division. It was a study that made use of a closed – ended questionnaire  for data collection. Two research questions guided the study:  What is the attitude of regular teachers in teaching students with disabilities in the Kumba 1 sub-division? What are the effects of these attitudes of persons with disabilities? Fifty questionnaires were distributed in three different schools in Kumba 1 sub-division.

Data were analyzed using a measure of central tendency called the mean. Findings revealed positive attitudes of teachers and positive achievement of students with disabilities. It was recommended that educators and the government should put in effort in creating special education centers to train special education teachers. Also, the government should provide adequate materials to schools practicing inclusion in order to meet the needs of students with disabilities.

CHAPTER ONE

INTRODUCTION

Background to the Study

In the past 30 years, the number of student with disabilities served in a general education classroom has increased. This movement previously called main-streaming, is now frequently referred to as inclusion. Historically, most students with disabilities were served in segregated special education classes. More recently, the majority of students with disabilities receive a portion of their education in a general education classroom. Nationally, as much as 80% of students with disabilities are served through inclusion.

One reason for the increase in number of students being served in an inclusion setting can be attributed to legislation, including the Salamance Declaration 1942. In Cameroon there was the enactment of law No. 85/13 of 31st July 1983 which mandates students with disabilities to receive a free and appropriate education in the least restricted environment. The term has become synonymous with general education.

The primary goal of legislation in regards to inclusion has been to ensure educational equality for students with disabilities. Although legislation can set as guidelines for the placement and services for disabilities, it cannot force acceptance of those involved. Numerous research studies have focused on the attitude of regular teachers towards the inclusion of students with disabilities and the effects on their performance.

Since the days of mainstreaming, teachers have been shown to have generally negative attitudes toward inclusion, Al ghato, Dodeen and Algaryouti (2003). They have demonstrated uncertainty about the benefits of inclusion. More recent research however, has indicated a shift in teacher attitudes towards a more favourable view of inclusion. Most of this research has been on the ways negative attitudes of teachers can be barriers to the academic achievement of students with disabilities.

Overall, teachers agree with the concept of inclusion. While general education and special education teachers accept the theory of inclusion, they are less willing to include students with disabilities in their classrooms, Daane, Berirne, Smith and Latham (2001). The attitude of the teachers who are expected to implement inclusive practices is one of the most important determining factors of the performance of students with disabilities. Research suggests teachers attitudes could be more important for successful inclusion than student skills, curriculum adaption, or experiences. Winter et al (2000). If the teachers expected to include students with disabilities do not have positive, attitudes, the performance of students with disabilities will be low. Teachers attitudes have direct impact on the educational experiences of students. If attitudes are negative, students may not be given the necessary educational opportunities, Campbell and Gilmore (2003). Negative attitude have also been shown to lead to less frequent use of effective instructional strategies.

Several research studies have looked at different background variables and the effects on teachers attitudes. Contrary to what is expected, Algazo et al (2003) found out that previous experience and contact with persons with disabilities did not influence teachers attitudes towards inclusion.

Elementary school teachers tend to have more positive attitudes toward inclusion than secondary school teachers. Thus performance of disabled studies in the primary school is somehow better than their counterparts in secondary schools, Monsen and Frederick (2002). This may be attributed to the amount of time primary school teachers have with their pupils or the less strenuous curriculum.

There have been contradictory findings regarding gender and attitudes towards inclusion and performance of students with disabilities. Alghazo et al (2003) found male and female teachers had negative attitudes but a separate study by Jobe and Rust (2003) found males to have a more negative attitude about students with disabilities. Thus disabled students tend to perform more in subjects taught by female teachers than subjects taught by male teachers.

Several research studies have focused on why teachers may have negative attitudes toward students with disabilities. Lack of information or no previous experience with inclusion can contribute to a less positive attitude which will affect disable students negatively. One factor associated with negative attitudes relates to academic concerns and the impact having students with disabilities in classroom will have on students without disabilities.  Darrow, (2009) found out that teachers feel they will have more classroom management problems in inclusion. They also feel they do not have the necessary skills or training to address the academic needs of students with disabilities.

Another area that negatively influences teacher’s attitude is the perceived lack of administrative support and communication between teachers and administration. Even though collaboration may be occurring, both general and special education teachers did not feel they were being effective in their efforts.

Research has shown that teacher’s attitudes depend on the type and severity of disability of the student, Campbell & Gilmore (2003). Teachers had more negative attitudes towards including students with more severe or obvious disabilities. Students with intellectual disabilities, emotional or behavioural disabilities or multiple disabilities caused the most concern for teachers. Teachers were more accepting of those students with physical or medical disabilities. General education teachers may feel they are not trained to adapt the general education curriculum for students with cognitive disabilities or equipped to deal with significant behavioral issues.

According to Kemp & Carter (2006) a positive relationship exist between the academic achievement of students with disabilities and the teachers perceptions of the student’s academic skills of students with disabilities, teachers often rely on their perceptions rather than the actual performance or achievement of those students. Teachers who had more positive attitudes toward inclusion had students with better academic achievement. D’Alonzo et al (1997). Students with disabilities, perform better in classroom where the teacher has high expectations and expects all students to learn.

Statement of the Problem

Teachers are the most important actors on the implementation of any educational policy, as such their attitudes towards what they are called upon to do have to be positive for it to be successful. This study aims at finding out regular teacher’s attitudes towards teaching students with disabilities in regular schools and the effects it has one the academic achievement of these students.

Purpose of the Study

This study aims at finding out if regular teachers’ attitude affects the achievements of students with disabilities.

Objectives of the Study

Specifically, the objectives set out to:

1. Identify the attitudes of regular teachers in teaching students with disabilities in the Kumba 1 Sub-division
2. Find out the effects of these attitudes on the academic achievement of disabled students.

Check out: CST Project Topics with Materials