Inclusion is a growing aspect in our educational system because of the need for all learners with (their differences)diversity to learn in the same classroom. There are however challenges in its implementation given that the teachers who should implement it are limited in terms of knowledge and applicability. This paper was aimed at investigating teachers’ perception of Inclusive Education and how this influences the teaching/learning process in secondary schools in the Kumba Municipality, Meme Division. The study was focused on finding out how teachers’ training, and teachers’ experience affect their ability to handle diverse learners in the teaching/learning process. The survey research design was used for the study. The population of the study consisted of all teachers of secondary schools in the Kumba municipality. A sample of 150 respondents was randomly selected from eleven secondary schools classified as public, denominational and lay private. Data for the study was collected using the questionnaire which was divided into sections based on the objectives of the study. The data gathered was analyzed descriptively and inferentially using simple frequencies, means and standard deviations. The hypotheses formulated for the study were tested using the Chi-square test at 0.05% level of significance. Findings revealed that, teachers’ training has a significant effect on how teachers handle diverse learners in the teaching/learning process; the more experienced teachers are both in terms of longevity in service and training, the more they are able to positively impact the teaching learning process. Based on the findings of this study, it was recommended that teacher training institutions should integrate courses in special needs education so as to better prepare would be teachers and practicing teachers should be given further in-service training on inclusion to help them help the learners.
Keywords:Diverse Learners, Inclusive Education, Perception, Teaching Experience, Training.