Educación inclusiva, un desafío a asumir en el sistema educativo camerunés

The objective of this study is to unveil or highlight the challenges faced by the Cameroonian educational system with respect to inclusive education from pedagogical perspectives, in cooperative learning, quality of education, social ethics and school development in our different regions. Based on the principle of equal opportunity and the human values of equity and respect for differences, inclusive education focuses on ‘how to transform education systems and improve the quality of education at all levels and in all contexts in order to accommodate the diversity of learners and promote learning achievement’ (UNESCO, 2008). It is prescribed as an international mandate whatever the context, and implies a paradigm shift in which the conditions for success depend on the school's ability to adapt to the diversity of the public it serves (Dyson et al., 1999, Plaisance et al., 2007). The current situation leads us to question its appropriation and to reflect on the mechanisms defined and put in place to welcome and support pupils with disabilities in their schooling in Cameroon. This study aims to highlight the challenges (The challenge of resources, challenge of attitudes, beliefs and perceptions, educational challenge...) faced by the Cameroonian educational system in the context of the inclusive school. This study is exploratory and uses quantitative and qualitative (mixed) data. The analytical approach is constructivist are grouped around a pedagogic approach to education and use various data collection methods, all within a qualitative and quantitative paradigm.