Stratégies d’enseignement des élèves à besoins spécifiques en contexte d’inclusion scolaire chez les enseignants des écoles publiques de Yaoundé 1er

Abstract

This study analyzes the pedagogical strategies implemented by teachers in public schools in Yaoundé 1er, Cameroon, to promote the inclusion of students with special educational needs (SEN). In a context marked by insufficient specialized training, overcrowded classrooms, and a lack of adapted resources, the central issue was to understand how non-specialized teachers adjust their practices to address student heterogeneity. The research pursued four objectives: to describe the inclusive practices observed, examine their theoretical foundations, identify the limitations faced by teachers, and propose avenues for improvement. The theoretical framework draws on differentiated instruction (Tomlinson, 2001), Vygotsky’s sociocultural theory of learning (1978), and an eclectic approach. The qualitative methodology relied on twenty semi-structured interviews subjected to thematic analysis. Findings reveal that teachers mainly resort to empirical and intuitive strategies, such as adapting instructions, group work, peer support, and educational games. While relevant, these practices remain heterogeneous, weakly formalized, and insufficiently grounded in formative assessment. Moreover, inclusive success is perceived more in terms of socio-affective integration than academic performance. The study concludes on the need for a systemic reform of initial and in-service teacher training, incorporating differentiated instruction, formative assessment, and socio-emotional skill development, as essential conditions to strengthen the effectiveness of inclusive education in Cameroon.