Abstract
Restructuring Cameroon’s Educational System Towards Ensuring Quality Education for Children with Visual Impairment
Highlights
Education is a critical driver of the development agenda of any nation
A good quality education according to VVOB Education for Development (2016), is education that provides ALL learners with required capabilities necessary for; economic productivity, development of sustainable livelihoods, contribution to peaceful and democratic societies and enhancement of individual well-being
One of the typical physical barriers to inclusive education is the unavailability of ramps for wheelchairs in buildings and land marks to assist in the movement of persons with visual impairment (Wray, 2002)
Summary
Education is a critical driver of the development agenda of any nation. In this era of global sustainable development and the quest for the attainment of Cameroon’s development agenda – Vision 2035, it is necessary that the Cameroon’s educational system be strategically restructured to provide every citizen with the much-needed quality education for sustainable development. Children enrolled at specialized training institutions for the blind need to have the option of attending mainstreamed or inclusive schools in order to receive instructions in those areas where there are reasonable expectations that they will experience academic success and social development (IBE-UNESCO, 2007). CVI enrolled in regular school programs need to have the option of instruction and training in a segregated environment for those areas of the dual curriculum that sighted children learn visually or which are unique to persons with visual impairments. Most important for these children (and often missing from their educational programs) are opportunities to meet with, and learn from other CVIand adults (Fuller et al, 2009). One of the typical physical barriers to inclusive education is the unavailability of ramps for wheelchairs in buildings and land marks to assist in the movement of persons with visual impairment (Wray, 2002)
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