SKILLS READINESS OF HEAD TEACHERS AND THE IMPLEMENTATION OF INCLUSIVE EDUCATION PRACTICES FOR LEARNERS WITH VISUAL IMPAIRMENTS IN PRIMARY SCHOOLS IN THE NORTH WEST REGION OF CAMEROON

Abstract

This study examined the skills readiness of head teachers and the implementation of inclusive education practices for learners with visual impairments in public primary schools in the North West Region of Cameroon. It was guided by one objective: to find out how ready head teachers are, in terms of skills, to implement inclusive education practices for these learners. A sequential explanatory mixed-methods design was used. Probability and non-probability sampling techniques were combined to select 78 head teachers from divisions of the region. Data were collected with a questionnaire and an interview guide. Quantitative data were analysed with SPSS version 20 using descriptive statistics and Pearson’s correlation, and interview data were analysed thematically. Across the ten statements on training, an average of 68.3% of respondents disagreed that they or their teachers had been adequately trained, and the grand mean was 2.18 on a four-point scale. Training was positively and significantly correlated with implementation, r(76) = .42, p < .001, a moderate association that accounts for about 18% of the variance. Interviewees reported that training promised by government had not begun and that learners with severe visual impairments were often not admitted. The study recommends that government and teacher-training institutions make initial training inclusive, provide continuous professional development to serving head teachers and teachers, and supply the materials and devices that national policy already promises.