Implementing Inclusive Education in Cameroon: Evidence from the Cameroon Baptist Convention Health Board

This article examines the implementation of inclusive education (IE) in Cameroon. Evidence in support of the practice in Cameroon is extrapolated from the activities of the SEEPD (socio-economic empowerment of persons with disabilities) program of the CBCHB (Cameroon Baptist Convention Health Board). After establishing a number of shortcomings in terms of policy, the paper underlines that there are a plethora of legal instruments both national and international backing the implementation of inclusive education in Cameroon. An examination of IE models both in the western world and in Africa leaves the conclusion that Cameroon can draw from some of the underpinning principles in these areas yet would develop its own model based on work already being done by the SEEPD program in order to suit the social context. The paper thus proposes such a model for Cameroon. The challenges of implementing IE such as attitudes, policy, infrastructure, curriculum, and teaching learning material are considered surmountable especially if attitudes of teachers begin to change. While recognising that it takes time, commitment and effort for IE to be successful and above all sustainable, the paper proposes that instead of waiting in-fine for government policy or intervention, there is need to set the pace for IE in Cameroon using the immediate resources available rather than allow thousands to lose their human and inalienable right to education

This article examines the implementation of inclusive education (IE) in Cameroon. Evidence in support of the practice in Cameroon is extrapolated from the activities of the SEEPD (socio-economic empowerment of persons with disabilities) program of the CBCHB (Cameroon Baptist Convention Health Board). After establishing a number of shortcomings in terms of policy, the paper underlines that there are a plethora of legal instruments both national and international backing the implementation of inclusive education in Cameroon. An examination of IE models both in the western world and in Africa leaves the conclusion that Cameroon can draw from some of the underpinning principles in these areas yet would develop its own model based on work already being done by the SEEPD program in order to suit the social context. The paper thus proposes such a model for Cameroon. The challenges of implementing IE such as attitudes, policy, infrastructure, curriculum, and teaching learning material are considered surmountable especially if attitudes of teachers begin to change. While recognising that it takes time, commitment and effort for IE to be successful and above all sustainable, the paper proposes that instead of waiting in-fine for government policy or intervention, there is need to set the pace for IE in Cameroon using the immediate resources available rather than allow thousands to lose their human and inalienable right to education