CHAPTER ONE

GENERAL   INTRODUCTION

INTRODUCTION

Inclusive education is on the global agenda to attract the involvement and collaboration of all stakeholders. The support for this action is being guided through the principles of The Salamanca Statement (1994) which states that ordinary schools should accommodate all children, regardless of their physical, intellectual, social, emotional, linguistic or other conditions.

All educational policies, says the Framework, should stipulate that disabled children attend the neighborhood school that would be attended if the child did not have a disability.  Legislation by national, regional, and international agencies · is aggressively enacting policies and laws to support and promote the education of all children in the general education setting.

Teachers are perceived to · be an integral component in the implementation of inclusive education (Haskell, 2000). Hammond & Ingalls, (2003), states that teachers’ perception are the key to the success of inclusive programs, as they are critical to the process of including students, with disabilities into regular classes. It is important to examine the attitudes of educators toward the inclusion of students with disabilities into regular settings as their perceptions may influence their behavior toward and acceptance of such students.

So This chapter one is comprised of the background of the study, statement of the problem, objectives of the study that is general and specific objectives of the study, research question that is, general and specific research questions, significance of the study, scope of the study, definition of terms, conclusion and references.

Background to the study

Historically, since the early 1990s, the new principle of inclusive education has been incorporated into many countries’ laws. It has also begun to appear in the statements and program of numerous international organizations, such as the European Commission (2010), the Organization for Economic Cooperation and Development (2005) the Council of the European Union (2010), and UNESCO itself UNESCO (2015).

It was even incorporated into the Convention on the Rights of People with Disabilities United Nations (2006). Over the years, however, the principle has lost much of its original edge. From being a clear-cut outcome, inclusion has increasingly turned into an ambiguous “process” Booth & Ainscow, (2000) or is left totally undefined, as was the case in the CRPD United Nations, (2006).

Promoting inclusive education has proven to be a challenge. In many countries, segregated education has not decreased or has decreased only on a small scales European Agency for Development in Special Needs Education (2012). However, the idea of inclusion has gained victories in other fields. In particular, it has stimulated research on the reorganization of schools to become more welcoming to diverse student bodies (2012).

In this research, positive teacher attitudes have been identified as one of the main issues (2003, 2012) UNESCO, (2009). It has been concluded that “inclusion largely depends on teachers’ attitudes towards learners with SEN, their view of differences in classrooms and their willingness to respond positively and effectively to those differences” (2003). The importance of teacher attitudes actually may seem self-evident.

If a teacher does not want a particular child in her classroom, it is difficult to see how any amount of extra resources or training could save the placement from being a failure. The mere existence of resources, such as knowledge or assistance, alone cannot determine the outcome. It is also necessary for the teacher to use these resources to attain a determined goal.

Because of their importance, teachers’ attitudes towards integration or inclusion have been studied extensively for decades Avramidis & Norwich, (2002) Chazan, (1994) de Boer, Pijl, & Minnaert, (2011) Scruggs & Mastropieri, (1996). Most often, these studies have been performed in the United States, but it is notable that they have appeared all over the world, including in developing countries.

This wide interest may well reflect the active role of the United Nations and UNESCO in promoting inclusive policies worldwide. The difference of local circumstances and regulations around the world naturally can make the results difficult to compare. However, surprisingly similar results concerning the terms of inclusive education have repeated across different countries.

Aside from simple ad hoc measures, many studies have used psychometrically advanced attitude scales with such acronyms as SACIE-R, ORI, ATIES, ORM, CIES and MTAI Saloviita, (2015). A problematic issue in most studies has been their small sample size. Most have relied on less than 200 participants, and only a few have reported larger sample sizes than one thousand.

One of the main issues of interest in these studies has been the overall level of acceptance of inclusive education among teachers. Scruggs and Mastropieri (1996) reviewed 28 surveys conducted from 1958-1995 in the U.S., Australia and Canada, mainly among general-education teachers.

They found that approximately two thirds of the teachers had positive attitudes towards the basic idea of inclusion. A somewhat smaller majority expressed readiness to accept children with SEN into their classrooms. Similar percentages have emerged in subsequent studies.

However, the overall acceptance of inclusion seemingly has not grown. An investigation that reviewed studies from 1999 to 2008 did not find any study in which positive responses would exceed 70% (de Boer et al., (2011). The stabilisation of the distribution of teacher attitudes towards inclusion was already confirmed by Scruggs and Mastropieri (1996), who found no changes in teacher attitudes between 1958 and 1995.

Conceptually, throughout regular classrooms across Africa, students with special needs are included for everyday instructions. Since the passage of the individuals with Disabilities Education Act in 1975 and revision to the legislation in 2004 IDEA, U.S. Department of Education, (2004), special education students must be instructed in classrooms with students without disabilities Rinaldo, (2010).

The IDEA legislation assists students with exceptional needs by providing for a proper education at no cost and providing services that individuals needs Casale (2012). Under IDEA, students with disabilities receive individualized plans of construction, which include parental participation during the inclusion process when decisions are made about how students have special needs will be educated in general educational classroom setting Grenier (2010). Increasing enrolment of SWD also means an increase of SWD expected to show academic process.

Students with disabilities do no demonstrate academic growth, districts across the country will face penalties from the African government 9Kaufman & Blewett, (2012). IDEA and the resulting changes regarding instructional formats have caused role confusion for special and general education teachers.

This confusion can lead to an uncertainty of responsibilities in the coaching setting and can ultimately be a factor in teachers’ feelings of low self-efficacy Vicl-Ruma, Houchins, Jolivette, & Beson, (2010). Teachers’, usually the secondary teacher, the special education teacher acts much like an assistant, without the influence a teacher would have in the classroom Scheeler, Congdon, & Stansbery, (2010).

This skewed interpretation of teachers’ roles causes difficulty and can make both teachers and especially the special education teacher, experience frustration with not meeting students’ educational requirements. It also confuses feelings about the responsibilities of each teacher in the inclusion classroom.

The triumphs and losses in inclusion classrooms can depend on the dispositions and knowledge base of both teachers Ross-Hill (2009). Professional development that embraces the needs for both special and general education educators may be a solution that changes teacher knowledge and attitudes toward inclusion. It could also help teachers understand their roles in an inclusion setting, as well as how to negotiate this new terrain of collaboration.

Training in relationship development rather than content mastery may bring his issue to light and help teachers develops the ability to discuss and improve their working relationships. Knowing how to coteach, share responsibility and power, and blend the skills of both teachers does not happened automatically. Yet, even though the two teachers may have different perspectives and backgrounds, the blending of perspectives, backgrounds and personalities can lead to student success.

Downing and Peckham-Hardin (2007) conducted a study that showed a willingness on the part of 61% of classroom teachers to work in an inclusion classroom, but the teachers’ campaign for appropriate preparation and resources to know how to work with students who had severe or moderate disabilities.

General educators require necessary skills to instruct in their subject area, and they also need to acquire knowledge about special education requirements if they are expected to instruct students inside inclusive classrooms. Classroom teachers feel inadequate when they teach students with special needs Loiacono & Valenti, (2010). however, forming a partnership with the special educator could help general educators learn the required skills.

Professional development workshops that that involve teachers of special and general education and focus on inclusion can help educators in both fields face general even more successful in their classrooms. Studies show that workshops centered on professional development in the area of teaching students learning disabilities can help educators feels more capable of teaching students with disabilities (Kosko, 2003)

According to Cushner, Maclelland, and Safford (2012), inclusive education refers to the practice of including another group of students in regular classrooms: students with physical, developmental or social-emotional disabilities and those with chronic health problems.

The philosophical basis of inclusive education rest on the principles that heterogeneity within a group of both unavoidable and desirable, and that difference in ability are not marks of greater or lesser worth. The idea of inclusive education is to provide whatever adaptations are needed (as unobtrusively as possible). In an effort to ensure that all students (regardless of their disabilities) can participate in all classroom experiences, and as much as possible, in the same manner as everyone else.

Philosophies involving inclusive education have changed dramatically over the past two decades. Avramidis and Kalyva in the past, segregation of special education needs students seemed the solution, however, it denied those students the right to develop their personality in a social and school environment Koutrouba Bamvakari & Stelious (2006).

Special education needs is described to include the view that learning and behavior problems are the reciprocal product of individual and environmental interaction Landberg (2005). Inclusive education should not just be about addressing a marginal part of the education system, it should rather constitute a framework that all educational development system should follow Booth (1999).

Inclusive education is aimed at increasing the participation of students in the curricular, culture and communities of governmental educational systems Booth, (1999), Landsberg (2005), Gross (1996). Inclusion should involve creating an environment that allows all students to feel supported, emotionally, while being given the appropriate accommodations in order to learn. Most importantly, those students need to be respected and appreciated for all their personal differences Hammond and Ingalls (2003), Gaad (2004). Avramidis and Norwich (2002) proposed that integration can take on three forms.

Locational integration, which allows special needs students to attend mainstream schools, social integration, which is the integration of special needs students mainstream peers and finally functional integration which is the participation of students with special education needs within the learning activities that occur in the classroom.

Avramidid & Norwich (2002), Engelbrecht (2006) states that inclusion is culturally determined and depends on the political values and processes of the country for it to become effective.

Even taking this into consideration, it is extremely important to realized that there is not just one perspective on inclusion within a single country or even within a specific school Engelbrecht, (2006).

Cameroon Department of Education has struggled to successfully implement inclusive education due to complex contextual influences Engelbrecht (2006). Even now in a post-apartheid society there are still large disparities between former advantaged schools for white children and former disadvantaged schools Engelbrecht (2006).

The former disadvantaged schools, mainly in rural areas are still affected by poverty and all its manifestations Amod (2004), Engelbrecht (2006), Department of Education (2001).

According to Engelbrecht (2006) these more disadvantaged schools still have a lack of resources and efficient administrative systems and suitable educators, despite the equitable allocation of resources that should have occurred. She adds that while there has been a shift towards more equitable allocation of resources across all schools the overall output of the school system is still seen to however, vary considerably.

Many schools still seem to lack resources and the institutional capacity, namely administrative systems and trained educators, and this places constraints on the effective implementation of new educational policies. In South Africa, the socio-economic situation can have a severe negative effect on the education system Lomofsky & Lazarus (2001). Schools have the ability to determine their own school fees and depending on the location and community this can range drastically.

Disadvantaged schools generally have a smaller budget that results in less money being set aside for helping educators to become more efficient in the necessary inclusion policies and training Lomofsky & Lazarus (2001). In Cameroon schools, the lack of resources and the overcrowded classrooms are predominantly due to financial constraints Engelbrecht et al. (2003).

Chronic illnesses are also barriers to learning for many students in South Africa, the most prevalent and severe illness to consider is HIV Aids Booth (1999). This disease does not just influence the students themselves, but their parents, community as well as the educators who have to deal with this disease on a day-to-day basis Booth (1999)

Theoretically, the theoretical background of this research work consist of the cognitive development perspective of Jean Piaget (1896), the social cognitive theory of Albert Bandura (2010) and the critical and constructive theory of Oliver (1998). They will be examined below.

Cognitive developmental perspective of Jean Piaget

According to Piaget (1896) both disable children acquire knowledge and thinking changes over the cost of life span or different changes of development. Piaget believes that children naturally try to make sense of their world. Visual impaired students want to understand the working of both the physical and social world including having an understanding of what they are been taught through the aids of assistive technology use by teachers during the classroom interaction.

Piaget (1896) identify the characteristics or indicator of learners’ cognitive development and named them as follows; formal operational hypothetical deduction reasoning, propositional thoughts, imaginary audience and the personal fables that the school teachers uses this various technique proposed by Piaget to teach the learners with impairments and academic challenges during school to help guide them.

Critical and social construction theory Oliver (1998)

 According to Oliver, the construction of social structure, persons with disabilities are taken into consideration. it is stated that most institutes like the hospital, schools and more elevated social fenders that children with disabilities finds it difficult to transcend. The stratification of society between the rich and poor (the have and they have not), the educated and none educated and more helps spread discriminations and exclusions.

Statement of the problem

Inclusion takes place in most classrooms throughout the school and is implemented through the regular teachers, which provides accommodations for students with disabilities to be successful in a general education setting. Research communicates that teachers’ perception are the key to the success f inclusive programs, as they are critical to the process of including students with disabilities into regular classes. It is important to examine teachers’ attitudes, beliefs and opinion in an inclusive school of students with disabilities into regular settings as their perceptions may influence their behavior toward and acceptance of such students. Experience have proven that, some teachers portray negative perception towards learners with learning disabilities and this turn to affect their teaching approach towards these students.

General objectives

The main objective is to examine the impact teachers’ perception on inclusive education and its effect on the teaching and learning process.

Specific objectives

1. To investigate the impact of teachers’ attitude on inclusion education.
2. To investigate the impact of teacher’s opinion on inclusive education.
3. To find out the impact of teachers’ belief in an inclusive classroom.

General research question

To what extent does teachers perception on inclusive education affect teaching and learning in the Buea Municipality?

Specific research question

1. What is the teachers’ knowledge and understanding of inclusion and inclusion policies?
2. what are the teachers’ perceptions of the condition and support required for implementing inclusive Education?
3. what are the teachers’ experiences of implementing inclusive Education?