Pédagogie inclusive et développement des compétences psychosociales chez les non-voyants

Abstract

This memoir focuses on inclusive pedagogy and the development of psychosocial skills in blind people. We started from observations that blind people do not always benefit from an appropriate education to access the job market, to live independantly and participate in social life, just like others. Even enrolled in inclusive schools supposed to provide them whith the tools necessary for their autonomy or better, their adaptation. These situations have led us to pose the problem the inadequacy between inclusive teaching practices in cameroonian schools and the development of psychosocial skills in the blind. To better explore this problem, we mainly used Rousseau’s theoretical model of school inclusion, to which we added Fougeyrollas PPH theory. We must note that the general objective of this study is to analyse the impact of the real application of the inclusive pedagogy in school in development of psychosocial skills for blinds. We ask the main question « the inclusive pedagogy develops psychosocial skills in blind people? » The general hypothesis that result is asked in this way: « inclusive pedagogy develops psychosocial skills for blind people ». His opérationnalisation gives rise to two research hypothesis which are « teaching practice in class situation develops psychosocial skills for blind people » and « quality of interactions in class situation develops psychosocial skills to blind people ». In order to verify them, we selected a sample of five blinds learners. We used participant observation and individual research interview to collect data, and contents analysis to analyse them. The results we have found show that our two hypothesis are confirmed. We can so deduct that inclusive pedagogy participates effectively to the development of psychosocial skills to blind people. Suggestions have been proposed nearby blinds themselves, theachers and the state for a blinds monitoring.