Exploring in-Service EFL Teachers Perspectives on Implementing inclusive Education in Beninese Secondary Schools

This study presents Beninese in-service EFL teachers' perspectives on obstacles and facilitators to the implementation of an inclusive approach to teaching and learning in secondary schools. Following a qualitative design, 180 participants were selected and organized into heterogeneous discussion groups in order to collect relevant data. Eventually 160 participated in the study, thereby giving a participation rate of 88,88%.