INCLUSIVE EDUCATION IN CAMEROON: A HISTORIO-LEGAL SURVEY (original) (raw)
The concept of inclusive education and its application within the Cameroon educational system has been popularised within the past two decades. This is in line with changing educational policy frameworks occasioned by new research findings, perceptions and developments in psychology and sociology of education. These findings amongst other things have indicated very significant relationships between the academic performance of persons with disabilities and inclusive classrooms. They have also stressed the development of positive psycho-social values and ease of socio-economic (re)integration of persons with disabilities and mainstream educational environments. Although empirical research has demonstrated the importance of inclusive classrooms and other educational environments such as co-curricular groups, generally speaking, there is a paucity of knowledge regarding the origins, evolution and local as well as international legal frameworks that have brought the concept to bear significantly on contemporary education practice. It is from this background that this chapter draws its motivation. In it I intend to trace the origins of the concept of inclusive education, its evolution and the legal frameworks that have ensured its application in the Cameroon school system. This would enable a proper understanding of other chapters dealing with its application. The methodology is historical; consisting mostly of an analysis of legal documents on inclusion and the education of persons with disabilities.
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