Abstract
Introduction: Access to education is limited to most persons with disabilities, especially in Africa and Asia despite efforts being made by governments and NGOs working towards the removal of barriers to its accessibility. The study examined the experiences of persons with disabilities in their effort to safeguard their right to education. Method: The study adopted qualitative method of data collection to gather information from three disability groups (hearing, visual and physically impaired) who were engaged in a three different focus group discussions. Finding: The study found that access to education is limited to persons with disabilities as they have few opportunities to further their education. Education an essential service that would help empower persons with disabilities has become a preserve for those from families with sound financial background. Conclusion: It is therefore recommended that the government takes the lead and makes conscious effort to make education accessible to persons with disabilities in Cameroon.
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