The study sought to explore teachers knowledge of the various assessment strategies used in inclusive classrooms and the actual practices of inclusiveness in Cameroon public primary schools. International and national policies and regulations suggest inclusive practices in response to international declarations and conferences calling on school systems to be inclusive. The implementation of such changes in regular classrooms rest on teachers. Among other factors which may make inclusion effective, teachers awareness of the assessment strategies used in inclusive classrooms is significant. Equally, the Cameroonian educational system is test and examination oriented wherein progress and promotion depends on scores and grades. A questionnaire and an observation guide was used to collect data for the survey. 360 public primary school teachers were randomly selected from eight Division in the two English Speaking Regions of Cameroon. 37 classes were observed in the same Divisions (mostly inclusive model schools). Findings revealed that public primary school teachers are not aware of the assessment strategies used in inclusive classrooms. Implications and recommendations are discussed.
awareness, inclusive education, regulations, assessment strategies
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