Apport des TIC dans l’enseignement/apprentissage des écoliers déficients visuels : cas des classes de CM2 inclusif et de niveau 3 spécialisé de Yaoundé IV

Abstract

In 2022, during the world braille day annually celebrated on January 04, the Human Rights Commission for Cameroon declared that about 150 thousand visually impaired (VI) cannot read from their eyes (severely affected VI persons), that 2000 amongst these are able to read braille writing and that more than 90% of documents published are not available in braille; only about 7% of them are available in this format and accessible to the visually impaired. Our research theme entitled “aid brought by ICT to the teaching/learning (T/L) of visually impaired pupils: case of inclusive CM2 and specialized level 3 primary schools of Yaoundé IV”, tries to answer the question “how can educational information quality via its canal of transmission be improved using ICT tools in inclusive and/or specialized classroom situation for the VI?”. The objective is to show the impact ICT tools (smartphones, computers, tablets, etc.), by their effective and efficient use, could render more opened and more inclusive T/L within the basic education for the VI. For, some VI pupils are less creative and less autonomous regarding ideas and somehow technologic innovation is not sometimes welcomed by all; the ancient method is still appreciated. Whereas this view is redefined by the fact that T/L is being dematerialized and the VI shall not be forgone. Hence, our thought relies on the theories of socioconstructivism and the unified theories of accepted and used technologies model to overcome this issue. This study takes place at the inclusive and specialized primary schools of PROMHANDICAM in Mimboman and that of Louis Braille in Ekie. We worked with 11 pupils and 17 teachers (precisely 28 individuals) as our sample population. We used a mixed approach (qualitative approach and quantitative approach) to collect our research data. Answers obtained from the analysis of data (narrative and statistics) collected, supports that pupils’ skills (regarding creativity, self-expression, etc.) pedagogically develops and improves with the use of ICT tools (confirmed by 94,11% of teachers). Following these conclusions, we can estimate that pedagogic activity outcomes could be influenced by the quality of class-courses information via the canal of transmission in the educational milieu for VI. We have therefore suggested that ICT tools can bring about a net improvement for a better educative information quality. We have equally proposed that further research be made so as to meet-up the objective viewed by the “Education for All” and “Millennium Objectives for Development” concepts, that-is, access to full education and to full inclusiveness.