Today the concept of inclusion makes all educators responsible for creating supportive learning environment. In Benin schools, consensus is made to accept students with stigma. This article is to explore Benin EFL teachers ‘and students’ belief on the acceptance of two main categories of students with stigma (Woli and Hounyos). They are concerned with girls who are not allowed to be dressed on top and who keep scarification on their face and chest (Hounyos). The second category are members of celestial church, who keep their hair natural all their life without combing or brushing it (dreadlocks). They are known to be gifted and can predict future. Three public schools and one private school took part in this study. Questionnaire, interview, and classroom observation were used as an instrument in this research. Overall, nineteen students with stigma participated. The results from this research have shown that Benin EFL teachers adopt different approaches on the integration of those specific cases of students in the classroom. Suggestions are then formulated on how Benin EFL teachers should manage the concerned students.
United Nations Educational, Scientiﬁc and Cultural Organisation (UNESCO). The Salamanca statement and framework for action on special needs education. Salamanca: World Conference on Special Needs Education: Access and Quality. 1994, June 7–10.
J. Allan, “Rethinking Inclusive Education: The Philosophers of Difference in Practice”. Dordrecht: Springer. 2008.
G. O. Médiohouan, (1993). Canadian Journal of African Studies. Vol.27, No.2 (1993), pp.245-258 Published by Taylor & Francis, Ltd.
G. Thomas, “A Review of Thinking and Research about Inclusive Education Policy, with Suggestions for a New Kind of Inclusive Thinking.” British Educational Research Journal 39 (3): 473–490. 2013.
E. Goffman, Stigma: “Notes on the Management of Spoiled Identity”. New York; Simon &Schuster.1963.
P. Corrigan, “An attribution model of public discrimination towards persons with mental illness”. J Health Soc behav. 2003; 44(2) :162-79. doi: 10.2307/1519806.
J. Ogden, and L. Nyblade,"Common at its core HIV related Stigma across contexts". Washington, D.C.: International Centre for Research on Woman. 2005.
S. J. S. Vaughn, B. Jallad, J. Slusher, L. Saumell, “Teachers’ views of inclusion. Learning Disabilities Practice”, 11, 96-106. 1996.
N. Kunc, The need to belong. Rediscovering Maslow's Hierarchy of Needs. In R. A. Villa, J. S. Thousand, W. Stainback, & S. Stainback, restructuring for caring and effective education: Administrative guide to creating heterogeneous schools (pp. 25}40). Baltimore: Paul Brooks,1992.
P. D. Bayliss, “A curriculum for inclusion.” Curriculum, 18(1), 15}27. 1997
UNESCO. “Final report- International conference on education”, 48th Session. 2009.
C. J. Eleweke, & M. Rodda, The challenge of enhancing inclusive education in developing countries. International Journal of Inclusive Education, 6(2),113-126. 2002.
V. D. Msomi, Experiences of learners with albinism in primary and secondary school in UMLAZI District. Durban: University of Kwazulu Natal. 2014.
Y. Leyser, G. Kapperman, and R Keller, Teacher attitudes toward mainstreaming: a cross-cultural study in six nations, European Journal of Special Needs Education, 9, 1–15. 1994.
D. J. Albarracin, (2005). The hard book of attitudes. Routledge, london sotish social attitudes survey data archive: http//www.esds.ac.uk/government/ssa/.accessed on 22/09/ 18.
D. M. Selepe, (2007). Teenagers with oculocutaneous albinism in polokwane: their self-esteem and perception of societal attitudes master’s thesis, University of Limpompo. Limpompo: retrieved from:hdl.handle.net/103886/97. Accessed on 14/09/18.
S. Kasonde-Ngandu, & S. Moberg, Moving Towards Inclusive Education. A Baseline Study on the Special Educational Needs in North-Western and Western Provinces of Zambia. Basic Education Sub-Sector Investment Programme BESSIP, 2001.
B. Larrivee, Psychometric Analysis and Revision of Opinions Relative to mainstream scale. Exceptional Children, 62(2), 132-149,1995.
D. Aksamit, M. Morris, and J. Leunberger, (1987). Preparation of student services, professionals and faculty for serving learning disabled college students. Journal of College Student Personnel, 28,53-59.
J. Eichinger, J. Rizzo, and B. Sirotnik, Changing attitudes toward people with disabilities. Teacher Education and Special Education, 14,121-126. 1991.
D. Harvey, The Urbanization or Capital, Oxford: Basil Backwel, p. 165-84. 1985.
J. Charema, (2007). From Special School to Inclusive Education: The Way Forward for Developing Countries South of the Sahara. The Journal of the International Association of Special Education; 8(1).
A. Beh-Pajooh, (1992). The effect of social contact on college teachers’ attitudes towards students with severe mental handicaps and their educational integration’, European Journal of Special Needs Education, 7,231-236.
P. Shimman, (1990). The impact of special needs students at a further education college: a report on a questionnaire’, Journal of Further and Higher Education, 14,83-91.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.