Analyse des pratiques inclusives et scolarisation des apprenants déficients visuels

Abstract

This thesis examines how inclusive classroom practices are applied to visually impaired learners in Cameroon. The guidelines for inclusion in education (UNESCO, 2009) emphasise the political effort needed to transform an educational system into a truly inclusive organisation. This can’t be done without identifying a number of levers such as a flexible curriculum and teaching methods, an inclusive curriculum and a reorientation of teacher training in 2010, out of 3 000 000 students with disabilities, the majority - that is, 800 000 - were visually impaired. For having spent a long time with people with disabilities, specifically the visually impaired, both as family members and learners during my 26 - years career as a teacher, I have become very familiar and sensitive to their huge challenges. This work therefore raises the issue of how teachers deal with visually impaired learners in an inclusive education setting. It aims at suggesting pedagogical practices as well as a teacher’s book of specifications based on new integration needs of visually impaired learners. This study is exploratory and is based on two inclusive schools in the city of Yaoundé, namely: - Integrated Bilingual Primary School Louis Braille of CJARC - The PROMHANDICAM’s inclusive school Data collection was done using an observation grid supplemented by an interview guide for students and teachers. Data was analysed using content analysis research method. After analysing and interpreting the data, all research hypotheses were confirmed, as can be seen below: - RH1: Facilities for accommodating visually impaired learners are insufficient. - RH2: The accommodation measures implemented by teachers in these inclusive institutions are inadequate for the effective inclusion of visually impaired learners. - RH3: In the classroom, teachers resort to practices that are out of step with the profile of the visually impaired learner. - RH4: The quality of the training received by teachers in inclusive education institutions pertaining to the inclusion of visually impaired learners is insufficient. Based on these findings, some inclusive teaching practice were suggested and a teacher’s mission statement was proposed. These suggestions focus on the reception of visually impaired learners, material and pedagogical adaptation and teacher training.