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041 _afre
042 _adc
100 1 0 _aAkoa, Marie Ange
_eauthor
245 0 0 _aDisability and school inclusion in Cameroonian popular environment
260 _c2023.
500 _a86
520 _aThis article presents inclusive education mechanisms in Cameroonian’s educational system. It is based on a study carried out in ten secular private schools. Through a socio-cultural approach, it also describes disability perception by families in terms of child’s schooling. The literature search illustrates that if the official texts provides children’s inclusion with disabilities in traditional school curriculum of public schools, interviews reveal the issue of disability diagnosis and acceptance by families remains strongly marked by cultural connotation which don’t facilitate orientation and adaptation of pupils. Teacher’s training in this area is also insufficient and poses a reflection on the multidisciplinarity nature of interventions, texts updating for a trully inclusive education for pupils with disabilities in secular private schools.
690 _adevices
690 _aCameroon
690 _adisability
690 _asocio-cultural approach
690 _aschool inclusion
690 _adevices
690 _aCameroon
690 _adisability
690 _asocio-cultural approach
690 _aschool inclusion
786 0 _nLa revue internationale de l’éducation familiale | o 51 | 1 | 2023-09-25 | p. 23-41 | 1279-7766
856 4 1 _uhttps://shs.cairn.info/journal-la-revue-internationale-de-l-education-familiale-2023-1-page-23?lang=en&redirect-ssocas=7080
999 _c567234
_d567234