This study investigated the attitude of Assistant Lecturers towards the education of students with disabilities in English-speaking Universities in Cameroon. A descriptive survey design was used to collect data from 125 Assistant Lecturers at the University of Bamenda and University of Buea. The study employed a descriptive survey design. Data was collected by adapting a tool (questionnaire) that was designed by Sniatecki, Perry and Snell in 2015. Data was analysed by measuring all indicators of the study on a four-point Likert scales with the response options of “strongly disagree” equalled one and “strongly agree” equalled four. The researcher presented data and provided the mean, median, standard deviation, and percentage agreement. Percentage agreements were calculated by adding strongly disagree and disagree to strongly agree and agree. The findings reveal that Assistant Lecturers generally hold positive attitudes towards the education of students with disabilities. However, factors such as lack of training and resources, as well as inadequate infrastructure, can hinder the effective inclusion of students with disabilities in Higher Institutions of Learning. The study therefore recommends that universities provide training and resources to support Assistant Lecturers in promoting Inclusive Education.
Wabila et al. (Thu,) studied this question.