The integration of Information and Communication Technologies (ICTs) in education holds a significant transformative potential, especially for vulnerable groups like visually impaired learners. However, in Cameroon, entrenched educational inequities continue to hinder these learners from fully capitalizing on the opportunities afforded by ICT-enhanced learning. This paper examines the intersecting policy frameworks, pedagogical practices, and infrastructural conditions shaping ICT access and utilization for visually impaired secondary school students in Cameroon. Adopting a mixed-methods design including a seven-point Likert scale questionnaire, interviews with teachers and students, systematic classroom observations in both government and private schools, and policy analysis, the study reveals a pronounced disconnect between policy intentions and implementation. Findings highlight marked deficiencies in inclusive education policy implementation, inadequate teacher training, infrastructural inadequacies, and insufficient assistive technological resources. To address these persistent challenges, key recommendations include reforming national ICT policies to enforce inclusion mandates, investing in teachers’ pre- and in-service training, and enhancing institutional partnerships for adaptive technology provision.
Engozo’o Yvan Rony (Wed,) studied this question.