Abstract

Inclusive education concern with the participation of all learners and especially those vulnerable one. This research aims to evaluate the effect of inclusive education system to performance of children with special needs. Being quantitative and qualitative in nature with a sample size of 95, it adopted the questionnaire to teachers and interview to both school leaders and representative of parents from Groupe Scolaire Burema, Groupe Scolaire Kanyinya and Groupe Scolaire IFS to get the insight of the respondents; data were recorded in the dataset and analyzed using SPSS V21 software and the interpretation were aligned with the specific objectives with reference to the conceptual framework and the reviewed literatures. The analysis of variance depicts the findings following the Sum of Squares, Mean Square and the significance level revealed that when there is a successful implementation of inclusive education, there is always a positive effect on the performance children with special needs, on the other hands the research findings indicated challenges that hinder the inclusive education to be more significant to children with special needs like lack of well-trained teachers, the appropriate school infrastructure and devices  that favor those children with special needs and lack of schools-parents partnership towards the performance of children with special needs. Hence the study recommended that school leaders should provide in-service training opportunities to all teachers who are working in the mainstream classes. Similarly, pre-service teacher training can be strengthened by incorporating content and skills related to inclusive education.