Dynamique d’inclusion et valorisation des aptitudes physiques de l’étudiant déficient moteur au Cameroun

Abstract

The project of inclusive education promoted by the United Nations, and established in order to offer a complete and quality education to all learners, must ensure the development of their skills on three aspects ; whatever their intellectual, moral or physical conditions. However, access to educational activities in Cameroon is still low for people with disabilities. Higher Education is part of this register of inclusion ; especially since the appearance in 2014 of Paralympic competitions during the University Games organized by FENASU. This impulse contributes to the development, and therefore to the valorization of the physical abilities of the student with a motor impairment who invests in the practice of APSA. Although there is still work to be done in the various actions to be carried out, so that the desired inclusive approach is genuine and effective. We there for asked ourselves the following question : how does the dynamic of inclusion allows the valorization of the physical abilities of the student with motor impairment in Cameroon ? The general research hypothesis is stated as follows : the dynamic of inclusion allows the valorization of the physical abilities of the student with motor impairment in Cameroon. Our main objective is to demonstrate that the dynamic of inclusion (made up of coordinated actions) allows the valorization of the physical abilities of the student with motor impairment in Cameroon. Around the central theory of our research which is that of human development, we carried a mixed research consisting of three (3) specific studies on different fields of investigation ; with a theoretical framework specific to each study, and in connection with the main theory already called upon : a qualitative study on public action for inclusive education in Cameroon, based on the theoretical current of the sociology of public action ; another qualitative study focused on governance of inclusion in Cameroonian universities, based on the theory of governance ; and finally, a quantitative study built on the personal commitment of the motor impaired student of the country, based on the theories of motivation and self-determination. The processed results, obtained using the semi-structured individual interviews and the questionnaire, allowed us to confirm our general research hypothesis. Concretely, all the participants of the first two studies have enabled us to confirm that public action for inclusive education and inclusive university governance allow the enhancement of the physical abilities of students with motor disabilities in Cameroon ; although limitations and difficulties should be addressed and resolved as it stands. As for the last study, the correlations made from the test χ made it possible to conclude that the commitment of the motor impairment student allows the enhancement of his physical aptitude ; thanks to the answers of students who constituted the quantitative sample of this study. It is there for necessary that all the actions developed in our studies must be well constructed ; so that the challenge of inclusion through the practice of APSA at the University is more concrete. An educational engineering project is proposed, in order to render Paralympic competitions more inclusive and elite during the University Games in Cameroon.