The purpose of the study was to find out how special needs children are being included in theeducational settings in Cameroon and the challenges they face and to understand the perspectivesof both Social workers and teachers on an inclusive educational system.The theory used in this study was the ecological system theory. The theory explains how specialneeds children are being included in mainstream schools. This study used a qualitative descriptivedesign to describe teachers' and social workers’ perceptions and their role within inclusiveeducation. Semi-structured interviews were conducted with three teachers and three social workersvia Zoom (an online meeting platform). The results were analyzed using themes.The findings from this study indicated that teachers and social workers feel they have differentroles and responsibilities in the education of children with special needs. The study also revealedthat challenges with finance, lack of manpower, and government complacency in budgeting andimplementing policies were part of the impediments to inclusive education in Cameroon.From the research findings, there is a huge deficit in inclusive education in Cameroon; there is stillsystematic seclusion of physically challenged children from obtaining quality education due toenvironmental, financial, structural, and political deficiencies, concerted effort must be put in placeto ensure education for all is achieved.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:hig-42604 |
| Date | January 2023 |
| Creators | Agbonlenomen, Success Enibhibhamum, Amos Faith, Becky |
| Publisher | Högskolan i Gävle, Avdelningen för socialt arbete och kriminologi |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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