Exploratory study identifies challenges in implementing inclusive education policies for learners with disabilities in Cameroon, highlighting barriers like teacher training and government limitations.
Inclusive schools aim to provide quality education to all students, from kindergarten to secondary school, taking into account their individual characteristics and special educational needs. The reception and education of students with special educational needs requires formalization and regular monitoring. Inclusion has become a catchword in today's educational world, encompassing not only the integration into school of students with disabilities, but also of students from diverse backgrounds, whether cultural, socioeconomic or otherwise. The purpose of this exploratory study is to assess the barriers and opportunities for the implementation of the policy of school inclusion of children with disabilities in Cameroon from the point of view of the different actors directly involved in this policy. It was conducted with reference to Grounded Theory (Strauss & Corbin, 1990). The results reveal four main barriers: (a) equipment, infrastructure and care for children with disabilities, (b) teacher training, (c) the inadequacy of pedagogical practices with respect to the needs of students with disabilities, (c) the limits of Cameroonian government policies in implementing the right to education, and (d) stigmatizing representations and beliefs present in Cameroonian socie308-316 FTcty. The results show the conditions associated with the success of inclusive education, especially the human resources and the school environment that are necessary to implement inclusive education.
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Nitek et al. (2025) studied this question.
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