A Bumpy Transition: From Institutionalization to the Emergence of Inclusive Education in Cameroon

Abstract

The education quality offered by special education centers, also known as rehabilitation centers, in Cameroon has consistently been below standard. In the twenty-first century, no child should be denied access to an education of quality and of their choice due to a disability. However, evidence from this study indicates that many children with disabilities in Cameroon remain largely restricted to vocational training, often offered by “rehabilitation centers” or “centers for handicapped persons.” These centers, mainly financed by the Ministry of Social Welfare, are based on an antiquated perception of education for disabled children, treating it more as a matter of welfare than as a societal responsibility or investment. The shift from post-colonial institutionalization practices to inclusive education following the signing of the Salamanca Accord in 1994 has been slow and uneven. This study reveals that the implementation of inclusive education is hampered by insufficient teacher support, lack of training, and inadequate resources for both educators and students involved in special education programs. Recommendations aimed at enhancing the capacity of school leaders and instructors to implement inclusive practices are proposed.