Dispositifs psychopédagogiques de l’inclusion scolaire et accompagnement des enfants en situation de handicap des écoles primaires publiques inclusives du Mfoundi.

Abstract

The research entitled “Psychopedagogical devices for inclusive education and support for children with disabilities” addresses the issue of implementing inclusive education for deficient students in inclusive primary school. The observation made is that, the Cameroon educational system, seeks to provide equal opportunities in education, has shifted attention from the individual to society. Thus, instead of assimilating the difficulties of school adaptation to an individual problem, the State has proposed, through the creation of experimental inclusive schools, to make the environment and services accessible to all. The objective pursued is therefore to determine how the psycho-pedagogical devices of inclusive education can improve the level of support for children with disabilities in EPPIs in Mfoundi. The approach used during the research made it possible to report on the testimonies collected during the semi-structured interviews with thirteen participants obtained by reasoned choice. From the thematic analysis of the content, the data collected from the participants showed that the didactic material is not sufficiently available in these schools, the teaching-learning framework is not appropriate and the behavioral reinforcements are still absent. Among the different actors; which constitutes an obstacle to the implementation of the school inclusion of students with disabilities. On the other hand, it emerges from the analysis of these speeches that the teachers adopt positive attitudes towards the handicap because the latter pay attention to the pupils in situation of handicap during the activities, they accept them and maintain with them good relations. Based on these results, we proposed to formulate the hypothesis that “The psychopedagogical devices of inclusive education reflect the level of support for children with disabilities in inclusive public primary schools in Mfoundi. Therefore, the establishment at MINEDUB of a sub-directorate for inclusive education responsible for carrying out reflections in the direction of inclusion, remains strongly proposed. Also, a clear, elaborate school inclusion plan would be a promising avenue in terms of supporting children with disabilities.