Tracing Inclusive Education in Cameroon: A Genealogical Analysis of Policies and Practices

Abstract

Inclusive education has emerged as a crucial element of global educational reforms, advocating for the right of every child to access quality education irrespective of their abilities, backgrounds, or socio-economic conditions. In the context of Cameroon, the success of inclusive education is largely influenced by the implementation of related policies and the attitudes of key stakeholders such as policymakers, school administrators, teachers, parents, learners, and the broader community. This chapter examines the implementation of inclusive education policies and factors shaping attitudes towards inclusive education in Cameroon, focusing on stakeholders' beliefs, experiences, and understanding of disability and inclusion. Using secondary data and following a genealogical analysis, the chapter suggests that more resources should be allocated for an effective implementation of inclusion; furthermore, positive attitudes most be promoted to achieve a better academic and social outcomes for all students.