Thème : accessibilité et inclusion des élèves vivant avec un handicap visuel : cas des élève des écoles inclusives d’Ebolawa

Abstract

This study is entitled Accessibilité et inclusion des élèves vivant avec un handicap visuel : cas des élèves des écoles inclusives d'Ebolowa. It is based on the observation that in inclusive elementary school in the town of Ebolowa, pupils with visual impairments are not taken into account in accordance with their needs during the teaching-learning process and outside the classroom. To demonstrate their inactivity and the boredom associated with it, some lie on their benches, others just sit and do nothing, while still others ask their classmates to write for them. These children do not benefit from specific care, even though they fall into the category of children with special educational needs. They are not monitored in the same way as other pupils. This is an obstacle to their acquisition of knowledge, their adaptation to school and their personal development. Faced with this barrier to accessibility, how can students with disabilities feel truly included in the teaching-learning process when they are enrolled in a so-called inclusive school? In other words, do the difficulties of access to teaching and learning within the so-called inclusive schools of the city of Ebolowa influence the sense of inclusion of visually impaired pupils? To answer this question, we called on three theories to explain the problem raised by our study: Kiesler's theory of engagement, Ajzen's theory of planned behavior and Bonvin's conceptual model of inclusion. On the basis of these theories, we will formulate the following general hypothesis: Difficulties of access to teaching and learning in so-called inclusive schools in the city of Ebolowa influence the sense of inclusion of visually impaired pupils. To test this general hypothesis and the four specific hypotheses derived from it, we used a mixed method of data collection and analysis. Ten (10) visually impaired pupils selected from inclusive schools in Ebolowa took part in the study and were assessed on the basis of a directive interview guide. Fifteen (15) teachers made up the second sample group. They were evaluated on the basis of a questionnaire designed to measure accessibility modalities. These teachers were from inclusive schools and had visually impaired pupils. After analysis, interpretation and discussion of the results, our four specific hypotheses were found to be true, and consequently so was the general hypothesis. These results led to practical suggestions aimed at making visually impaired children feel more comfortable in a school context, with a view to developing their sense of inclusion.