Facteurs socio-organisationnels et adoption des pratiques managériales de l’inclusion scolaire des personnes en situation de handicap dans les établissements d’enseignement secondaire camerounais.

Abstract

This study is entitled: "Socio-organizational factors and adoption of managerial practices for the inclusive education of persons with disabilities in secondary schools in Cameroon". This study is based on the observation that inclusive education is not effective in secondary schools in Cameroon. It raises the problem of the non-inclusiveness of secondary schools in Cameroon, while international and national policies in favor of inclusive education postulate a fundamental right of young people with disabilities to mainstream schooling. Thus all students who live on a territory should be able to go to school in their neighborhood. The main objective of this study is to verify if socio-organizational factors contribute to the adoption of effective managerial practices by educational actors regarding inclusive education of persons with disabilities in Cameroonian secondary schools, education and training; thus the following research question: what are the socio-organizational factors in the adoption of managerial practices of inclusive education for people with disabilities in secondary schools in Cameroon? From that research question, after analysis and operationalization of the variables, three research hypotheses were formulated. Strong leadership, collaborative culture and values of social justice have been recognized as modes of adoption of managerial inclusive practices in Cameroonian schools. The questionnaire was developed for information collection. The data collected were analyzed using the chi-square independence. After interpretation, the three hypotheses were confirmed. The confirmation of all the specific hypotheses allows the confirmation of the general one according to which the socio-organizational factors influence the adoption of the managerial practices of the inclusive education of the people handicapped in the Cameroonian schools. This allowed some suggestions to education officials, school leaders and teachers. This study offers prospects in terms of improving learning conditions and harmonious integration of people with disabilities.