Qualité du référentiel de formation des enseignants d’écoles inclusives et rendement des enfants à besoins éducatifs spécifiques (EBES) : cas des écoles privées et publiques pilotes inclusives du département du Mfoundi.

Abstract

This study stems from the observation that, after nearly ten years of experimenting inclusive education in Cameroon, the difficulties hindering its correct and efficient implementation remain, first and foremost the thorny problem of teacher training. On the other hand, and as a corollary to the above, the results achieved by children with special educational needs (CSEN) in some inclusive schools in the city of Yaoundé are still far from satisfaction. In the light of all this, and in an attempt to elucidate it, the following main research question was asked: does the quality of the training framework for teachers of inclusive schools contribute significantly to the performance of CSEN? With the aim of assessing the quality of the training framework for inclusive school teachers in order to determine its contribution to CSEN’s performance, the correlational study was conducted using a mixed research approach. Two data collection tools were combined, namely the questionnaire and an observation chart, to gather information from a sample of 60 permanent teachers and focal points identified in the pilot public and private inclusive schools in the Mfoundi department in the Center region. The data obtained were analyzed using descriptive statistics and verified by inferential statistical tests, in particular Pearson's correlation test and linear regression test for quantitative data, and qualitative data from observation were subjected to content analysis. The analyses and interpretations carried out led to the conclusion that: the quality of the reference framework and therefore of the training of teachers in inclusive schools contributes significantly to the performance of CSEN. In order to help solve the problem identified, and in line with the results obtained at the end of the process, suggestions were made to the hierarchy in charge of basic and secondary education to raise awareness among teachers, with a view to obtaining their support and appropriation of the practice of inclusive education, and to design and develop in the very near future a training reference framework that could provide them with all the elements necessary for the efficient implementation of inclusive education. It is for this purpose that the research has led to a proposal for the profile, then for a reference framework of professions, skills and training for inclusive school teachers in Cameroon.