Self-Perception of Adaptation Teaching Practices in The Ordinary Classroom and School Performance of Children with Cerebral Palsy

Abstract

Self-perception of adaptive teaching practices in the ordinary classroom and school performance as adjustment capacities in children with cerebral palsy. We found that the students with disabilities in the CNRPH and PROMHANDICAM inclusive schools are of various types. The fact that IMC learners are associated with physically and sensorially disabled and non-disabled children raises the problem of performance in terms of their ability to adjust to their inclusion in school. Our general aim is to examine and understand how the self-perception of pedagogical practices can have a significant effect on school performance as a capacity for adjustment to school inclusion for IMC. Our hypothesis is as follows: Self-perception of adaptive teaching practices in the mainstream classroom has a significant effect on academic performance as an adjustment capacity in children with Cerebral Palsy. To verify this hypothesis, we conducted a study in two CNRPH schools in the Yaoundé VI district, Mfoundi department, Centre region. A total of 150 participants of both sexes, selected based on purposive sampling, were interviewed and given a questionnaire. The statistics and results obtained enable us to understand the difficulties encountered by pupils with cerebral palsy and the adaptive teaching practices that can be put in place to facilitate the development of their performance as a means of adjusting to school inclusion.