INCLUSIVE EDUCATION - Assessment of session 2.
CHAPTER III: BARRIERS AND CHARACTERISTICS
COURSE OUTLINE
CHAPTER I: CONCEPTS AND STAKES OF INCLUSIVE
EDUCATION
- Definition of key points of inclusive education.
- Identification of Children at risk at risk of exclusion and
referencing.
- Discovery of legal instruments governing inclusive
education in Cameroon.
- Preparation of advocacy on Inclusive Education in the
Cameroon context.
- Assessment of session 1.
CHAPTER II. INTRODUCTION OF THE CONCEPTS OF
IMPAIRMENT AND DISABILITY.
- Discovery of major impairments and difficulties
encountered by learners.
- Observation of learners to identify major impairments
and disorders
- Disability and social participation.
- The specific case of girls with disabilities.
OF AN ENVIRONMENT CONDUCIVE FOR INCLUSIVE
EDUCATION.
- Identification of Barriers in access to education.
- Identification of Obstacles in access to education.
- Inclusive school: accessibility of the premises.
- Characteristics of an inclusive class.
- Qualities of an inclusive teacher.
- Qualities of an inclusive teacher
- How to make the school accessible to all children with
disabilities or with special educational needs.
- The twin-track approach of inclusive education.
- Assessment of session 3.
CHAPTER IV: INCLUSIVE: PLANNING, LEARNING
AND TEACHING STRATEGIES.
- Inclusive planning.
- Inclusive communication strategies.
- Multisensory Approach.
- Active learning methods
 - Differentiation - Assessment of session 6.
- Inclusive equipment: simple and low-cost learning aids. - Conclusion.
- Grouping arrangements: ….
- Gender stereotypes in learning situations.
- Assessment of session 4.
ABCs of Inclusion for Teachers
CHAPTER V: INCLUSIVE ASSESSMENT.
A = All means all
- The value of failure in the learning process.
B = Behavior is communication
- The place of mistake in the learning process.
- Tailoring assessment to Learners’ Abilities. C = Choice

- Adapting Official Examination Procedures. D = Detective

- Assessment of session 5. E = Everyone starts together

F = Fair means everyone getting their needs met

CHAPTER VI: INDIVIDUAL ATTENTION ON A CHILD
G = Growth mindset
WITH SPECIAL EDUCATIONAL NEEDS (SEN).
- Psychological support to learners. H = Honoring

- Behavioural management. I = Independence

- Preparation of an individualised Education Plan (IEP) J = Joyful learner
- Collaboration with the family.
K = Kids do well if they can
- Collaboration with local stakeholders and school
L = Lead with strengths
community towards an Inclusive school project.
M = Movement breaks CRC: Convention on the Rights of a child

N = Needs based CRPD: Convention on the Rights of person with Disabilities

O = Open mindedness CSEN: Children with Special Education Needs

P = Plan and Purpose CSO: Civil Society Organisation

Q = Question unexpected behavior. Why? Why now? DPO: Disable People Organisation

R = Relationship GBV: Gender Based Violence

S = Self-regulation IDDC: International Disability and Development Consortium

T = Technology IE: Inclusive Education

U = Unconditional positive regard IEP: Individualised Education Plan

V = Visuals first then … MINAS: Ministry of Social Affairs

W = Words make World MINEDUB: Ministry of Basic Education

X = X-tra processing time MINESEC: Ministry of Secondary Education

Y = Yet MINESUP: Ministry of Higher Education

Z = Zone of proximal development MINJEC: Ministry of Youth Affairs and Civic Education

SIGNS AND ACCONYMS MINPROFF: Ministry of Women Empowerment and the Family

ADHD: Attention-Deficit / hyperactivity Disorder MINSEP: Ministry of Sports and Physical Education

CBA: Competence Based approach NGO: Non-Governmental Organization

CP: Cerebral Palsy / person with cerebral palsy PTA: Parents-Teachers Association
SEN: Special Education Needs process to improve students’ output.
IMPAIRMENT It is any loss or abnormality of an
SDGH: Sustainable Development Goals organ compared to the normal
functioning of the same organ.
RCGH: Regional Coordination Group on SDGH-Education 2030 INCLUSIVE This is the presence, participation
in west and Central Africa EDUCATION and success of all children
irrespective of their disabilities in the
TTC: Teachers Training College educational system.
IEPs define the additional support to
UNDP: United Nations Development Program
be received by children with SEN.
UNESCO: United Nations Educational Scientific and Cultural INDIVIDUALISED IEPs determine: who will provide
EDUCATION PLAN support, the content of the support,
Organisation
(IEP) the target objectives and if the
HIV: Human Immunodeficiency virus objectives have been achieved.

WCA: West and Central Africa
WHO: World Health Organisation
GLOSSARY
It is any restriction or lack of ability
DISABILITY (due to an impairment) in performing
an activity in a manner or range
considered normal for a human
being
FORMATIVE It is the continuous assessment
ASSESSMENT process and conducted by teachers
during the learning process in order
to modify the teaching / learning
OBJECTIVES OF A This refers to what learners should
LESSON be able to do at the end of the
lesson
They refer to the various ways
LEARNING STYLES learners prefer to learn. Some
learners learn better by observing
(visual approach), others by hearing
(auditory approach), others by
manipulating (tactile approach) and
others by moving (kinesthetic
approach). Most learners have a
dominant learning style but tend to
learn through a combination of
styles.
It is the act of combining several
approaches relating to diverse
MULTISENSORY learning styles of pupils and
APPROACH proposing diverse modalities and
aids to enable all the learners to
better engage in learning the
multisensory approach also
combines the visuals, auditory,
tactile (to touch and manipulation)
and kinesthetic (movement)
approaches.
Photo language is a projective
PHOTO LANGUAGE technique created by psychologists
and psychosociologists in the
1990s.it consists in using pictures or
drawing to ease public speaking:
image support speech.
It is a non-verbal communication
support based on gestures
PICTOGRAM represented by drawings which bring
to mind every day vocabulary
especially those used with children
who have language disorders and
intellectual impairment. Pictograms
were created by the CSCOE (comite
en suppleance a la communication
orale et ecrite) in Quebec
This refers to classroom
PROACTIVE organisations and teachers’
CLASSROOM behaviour that creates conditions
MANAGEMENT that are conducive to proper
behavior among learners and
improve academic performance.
Proactive classroom management
reduces the need for classroom
management.
REACTIVE It refers to the way teachers react to
CLASSROOM learners’ misbehaviours. It is
APPROACH otherwise called discipline.
RISK Children ‘‘at risk’ ’are exposed to
danger, prejudice and death.
These are additional learning needs
SPECIAL relating to the impairment of children
EDUCATION NEEDS with special needs. They may
(SEN) therefore need additional learning
supports for example: personal
assistance, technological aid
(tablets, magnifying glass…), (IEP)
etc.
SUMMATIVE It is a formal evaluation that takes
ASSESSMENT place at the end of a cycle or level of
learning.
There are several definitions of the
TWIN-TRACK twin-track approach. It is defined in
APPROACH this handout as the promotion of
inclusive education for children with
disabilities. On the other hand, it is
the capacity buildings of schools to
enable them effectively meet the
special educational needs of
children with disabilities.
UNIVERSAL DESIGN The UDL is a research based frame
FOR work programs like pedagogics
LEARNING(UDL) objectives methods, contents and
IN ENGLISH assessments which gives all
‘UNIVERSAL learners the desire to learn and the
DESIGN FOR ALL’ ability to acquire knowledge and
(UDA) skills. It consists of offering the right Definition and key points of Inclusive Education
learning support and easy access
Inclusive Education: This refers to the presence,
rates for all learners.
participation and success of all children irrespective of
their disabilities in the educational system.
Children at Risk: These are children who are exposed
to danger, prejudice or death.
According the Glossary of Education Reform (2013) the
term ‘’ at risk may be applied to students who face
circumstances that could jeopardize their ability to
CHAPTER ONE: CONCEPTS AND STAKES OF
complete school such as homelessness, incarceration,
INCLUSIVE EDUCATION
teenage pregnancy, serious health issues, domestic
INTRODUCTION
violence.
The belief that every child has the right to a quality
Marginalization: marginalisation is an unfair unflavoured
education that respects and promotes his/her dignity and
or biased distribution of access to learning facilities and
optimum development are the core of UNICEF’s human
resources (Messiou, 2023) based on geographic gender
rights approach to education.
socio-economic conditions or personal circumstances
With education being the fundamental human right
In education, marginalised people are those who
children with impairment are being sent to school and no
have no or limited access to education and, if they do,
longer left at home as it was the case in the past.
the education they receive is of poor quality inadequate
Inclusive Education has become one of the most
and irrelevant to what they need to learn and what they
important topics in the 21st century.
want to learn.
Objectives of inclusive education
The aim of inclusive education is to identify and enrol
children with disabilities in regular schools, to provide
them with effective academic support and to provide
them with the knowledge on how to face challenges in
and around the environment they are part of
1- Education For All (EFA): it is giving all children in
the same classroom in the same school get real
learning opportunities that have been excluded. An
inclusive school aims to meet everyone’s educational
needs by having them supported by their peers and
other members of the school community. All children
with disabilities will be given equal opportunity and an
equal chance to learn to the best of their abilities. The
device in the classroom should meet the special
education needs.
2- Protection of rights: protection of right to education
of persons with disabilities and also giving the right to
education of persons with disabilities. The Cameroon
constitution guarantees equality, freedom, justice and
dignity of all individuals and mandate an inclusive
education society that comprises people with
disabilities, inclusive education aims to strengthen the
human dignity and remove stereotypes from other’s
mind and accept the fact that nobody is perfect. In
October 2023, the Government of Cameroon
changes some government primary schools in the
national territory into Inclusive Government Primary
Schools (IGBPS) to provide educational opportunities
to the disabled children in all communities.
3- Identification of skills: The skills in inclusive
education include the following: instructions given by
the teacher, obeying classroom rules, and skills in
problem solving and self-care. Inclusive education
promotes the social value of equality, inclusive setting
leads to independent thoughts, positive competency
and improved self-esteem. All the children are
enriched by the opportunity in which they learn and
care for each other and hence gain the skills and
values needed for community living.
4- Development and social consciousness: Social
consciousness and social action are decidedly
associated with education since there is in that, both
specific cognitive abilities and attitudes to social
reality are largely developed.
5- To prepare for new challenges: To engage every
pupil, teachers must be innovative in their instruction.
everyone’s expectation for children’s inclusion and
admiration throughout their lives is reflected in
inclusive education. Every youngster may take part in
their community, have a feeling of belonging and be
better equipped for adulthood. Children have a range
of skills, and as a result, they have diverse reason for
wanting to learn in a classroom with their classmates.
The child’s abilities and talents can be developed
through successful inclusion efforts
6- Development of brotherhood: children come from a
variety of origins and while they may differ from one
another in terms of their physical prowess, mental
ability and even learning preferences, they still share
in all the privileges. Children can learn to respect both
their own and other people’s originality. When they
cultivate tolerance, patience and compassion for their
fellow students, students raise their emotional
intelligence. They get the ability to tolerate the
negative and enjoy positives of others. children who
assist their peers often develop friendship that last a
life time in addition to receiving great satisfaction from
doing it.
Identification of Children at risk of exclusion and
Referencing: In Cameroon children at risk of school
exclusion or marginalisation include:
- Children with disabilities
- Children suffering from a chronic disease
- Children living with HIV
- Street children
- Nomadic children
- Refugees
- Orphans
- Children from ethnic minorities
- Girls also constitute a population at risk, especially where
they also share one of the characteristics listed above
Referencing
Partners for referencing learners at risk of school
exclusion or marginalisation can include
1) Medical centres comprising
- Community health agents or health specialists
(ophthalmologist, optometrist, ENT hearing aid specialist,
surgeons, physiotherapists, occupational therapists. Etc)
- Specialist of hearing and speech disorders (speech-
language pathologists)
- Specialists of behavioural disorders (teachers,
psychologists, etc)
2) Rehabilitation centres
3) Special Education institutions and services
4) P T A s (Parent Teacher Association)
5) D P O s (Disabled Teacher Organisations)
6) Sub-Divisional Delegations of the Ministry of youths
Affairs and Civic Education (MINJEC)
7) Sub-Divisional Delegations of the Ministry of Sports
and Physical Education (MINSEP)
8) Ministry of Women Empowerment and the Family
9) Multi- Promotional Reference Youth Centres
10)Police Stations and Gendarmerie Brigades
11)Authorities in schools (Head Teachers, Guidance
Counsellors, teachers and all other personnel
- Diverse associations working within the chain of
rehabilitation of persons at risk of exclusion
- DISCOVERY OF LEGAL INSTRUMENTS GOVERNING
INCLUSIVE EDUCATION IN CAMEROON.
- 1. The 1983 law on the protection of people with
disabilities defined the rights of persons with disabilities
and instituted an identity card known as the disability
card, which entitles its holder to social assistance and
other benefits.
- 2. The decree N.90 / 1516 of November 26, 1990 laid
down modalities for the implementation of the 1983 law,
and provided additional rights to persons with disabilities,
including the right to education and professional training,
preferential treatment in public transportation, taxes and
access to public buildings. Article one of the decree
stated that the education of children with disabilities
shall be provided by the national government (technical
committee 1990, Tukov, 2008).
- 3. The preamble of the 1996 constitution of the
republic of Cameroon made primary education
compulsory and guarantees all children’s right to
education, which implicitly include children with
disabilities.
- 4. The educational framework act, N.98 / 004
guarantee equal access to education without
discrimination. Following a 2000 presidential decree,
public primary education intuition free.
- 5. Law N. 004 / 022 passed in 2004, regulates the
provision of private education. This legislation is relevant
 to the current review that there are many private
education schools that cater to children with disabilities. Preparation of Advocacy on inclusive Education in
- 6. In 2004, the Cameroonian government elaborated a
the Cameroon context: This ensures that the children
sector wide approach document on education as a road
map to achieve universal primary education by with disabilities receive needed related services,
2015(Ministries of Education and Finance 2004). This modifications and accommodations within the least
road map did address access to education for children
restrictive environment both within the school, home and
with disabilities, as the country signed the Salamanca
Declaration of 1994, which encourages government to community at large.
stipulate those children Advocates for Inclusive education are fighting for
of all abilities be enrolled in regular schools.
inclusion, equity and best practices in education so that
- 7. In 1996, a prime minister decree created the
national committee for rehabilitation and reintegration every child can reach their highest potential.
of persons with disabilities (Decree N.96 / 379, 1996), What is the best way to advocate? It is by
with the mission of coordinating government and civil building good relationships with people who are in the
society action to improve the well-being of people with
right position to help.
disabilities.
- 8. In 2010, Law N. 2010 / 002 on the protection and Other ways include; sharing advocacy content on social
advancement of people with disability were passed. media and by word of mouth. It is important to be careful
Section 3 of the chapter 3 addresses special education and diplomatic when preparing advocacies addressed to
for pupils with disabilities. This law states that children governing bodies.
and adolescent with disabilities shall have access to ASSESSMENT FOR CHAPTER ONE.
education and states that the children with disabilities
Answer true or false and explain your answer.
and children of parents with disabilities shall be
1. All children have a right to education
exempted from school fees for government run-school
programs (law N. 2010 / 002, chapter 41).
2. Girls do not need to go to school. They will
nonetheless marry early.
3. Children with disabilities can learn.
4. Street children do not need education because they
work already.
5. Children with disabilities are the most risk of
exclusion.
6. Inclusive education in Cameroon is only governed by
the laws of Cameroon.
Marking Guide
1. True by virtue of international law, all children have
the right to education: article 24 of the CRPD
particularly defends the right to education for children
with disabilities.
2. False girls have the same rights to education as boys.
All children have the potential to succeed in school.
3. True by adapting to the abilities and needs of
children, inclusive education allows all children to
engage and evolve in learning.
4. False. All children have a right to education including
street children. Education can help lift them out of
poverty and enjoy a better standard of life.
5. True. Children with disabilities are amongst the most
at risk of exclusion. According to a study in 2019, 32
million children with disabilities do not have access to
education (that is 1 child out of 3) in the south
country.
6. False. Inclusive education in Cameroon is also
governed by international conventions, the most
significant of which are the convention on the rights of
a child (CRC) ratified by Cameroon in 1993 and the
convention on the rights of persons with disabilities
(CRPD) signed in 2008 but not yet ratified by
Cameroon.
CHAPTER II. INTRODUCTION TO THE CONCEPTS OF
IMPAIRMENTS AND DISABILITIES.
INTRODUCTION
According to the Disability Discrimination Act (1995)
disability is a physical or mental impairment which has a
substantial and long-term adverse effect on a person’s
ability to carry out normal day-to day activities.
Definition of concepts
What is impairment? It is the deterioration in the
functioning of a body part, organ or system that can be
temporary or permanent and can result to the diseases.
Impairment refers to an anomality of an organ compared
to the normal functioning of the same organ.
Types of impairments
There exist three main types of disabilities
1- Sensory: relating to the organs of the senses,
(mainly sight, auditory)
2- Intellectual: relating to memory, understanding
reasoning, language, communication, social
adaptation (COGNITIVE ABILITIES)
3- Motor: Affecting the nerves, muscles and bone
system, which can affect the fine impairment
(gripping, writing…) or global (relating to movements
of a member, the body etc). These impairments can
lead to inabilities, that is impossibility for the impaired
person to perform see, hear, interact, just to name
these.
NB: there should be no confusion between
intellectual impairment and mental illness. Mental
illness causes disturbances in several mental and
psychic functions (thoughts, emotions, but does not
affect intellectual functions. an appropriate treatment
can eliminate the mental illness; which is not the case
will intellectual impairment.
What are the main causes of impairment
There are generally three reasons
Trauma: relating to war, an accident (road, domestic
or related), a consequence of violence…
Linked to a disease: congenital (relating to
alcoholisation, consanguinity which can results in
malformations) genetic (trisomy 21, albinism),
infectious, relating to the absence of vaccination
(polio) of early detection…
Perinatal: lack of pregnancy follow-up, taking of
contra-indicated drugs during pregnancy, difficult
deliveries, prematurity etc
Observation of learners to identify major
impairments and disorders:
Generally, there exist many categories of
disabilities( types of disabilities( such as physical
disabilities cerebral palsy, spina bifida-muscular
dystrophy, deaf-blindness, emotional disability,
hearing impairment , intellectual disability, multiple
disabilities, orthopaedic impairment , other health
impairment such as (asthma, epilepsy, diabetes)
traumatic brain injury, visual impairment specific
learning disability, speech language impairment,
disadvantaged and marginalized group gifted and
 talented persons etc, but our point of focus for the expressing thoughts on paper (National Centre for Learning
purpose of this course, will be limited to disabilities Disabled, 2009). The International Dyslexia Association
observed in learners . (2009) defined dysgraphia as a specific learning disability
that affects how children acquire written language and how
Types of learning disabilities well they use written language to express their thoughts.
Dysgraphia is a specific learning disability that affect a child’s
Many mental health professionals, including the learning
handwriting ability and fine motor skills. The cause of this
impairment association of America, considered the disorders
disorder is still unknown but is thought it could be due to a
listed below to be unique learning disabilities.
language disorder and or damage to the motor system.
- Dysgraphia Learners with dysgraphia may avoid writing tasks or become
- Dyslexia frustrated during activities. They also have trouble writing
- Dyscalculia clearly because they don’t understand the information as they
- Dyspraxia put it on the page.
- Aphasia
- Auditory processing disorder
A check list to help teachers identify dysgraphia cases
- Visual processing disorder
The main aim of this chapter is to identify and discuss This checklist is to help teacher in identifying writing errors in
symptoms of learning disabilities children with dysgraphia as given below;

Dysgraphia - Does the child write too large or too small?

- Does the child write the letter or word too close or far
Dysgraphia is a specific learning disability that affects writing
apart?
abilities. It can manifest itself as difficulties with handwriting and
 - Is the child very untidy in the written work?
- Does the child make frequent grammatical, punctuation
and spelling errors?
- Does the child omit or adds parts of letters?
- Does the child write numbers inconsistently or reverses
them (31 as 13, 6as 9)?
- Does the child reverse forms or shapes of letters while
writing (b as d)?
Signs and symptoms of dysgraphia
According to Richard (1999) the following signs and
symptoms could serve as a reserve to special education
teachers.
 Person suffering from dysgraphia write by Mixing up upper and
lowercase letters
 When persons with dysgraphia are writing they produce regular
letter sizes and shapes.
 They write unfinished words or letters and also omit words
 Persons with dysgraphia are inconsistent in spacing between
words and letters
 They have great difficulty thinking and writing at the same time
(taking notes, creative writing etc)
Accommodation strategies
 Be patient and positive when practicing handwriting.
 Encourage proper grip, posture, and paper positioning
 Allow the use of a word processor.
 Use oral exams and allow students to dictate assignments to a
scribe.
 Avoid criticism for sloppiness or illegibility.
 Provide additional time for writing tasks.
 Use writing paper with raised lines.
 Allow students to use a line width that is most comfortable for
them.
 Reduce the amount of copying needed to complete an
assignment.
 Encourage the use of visual organizers to assist in outlining and
brainstorming for extended writing assignments.
 Encourage the student to use hand exercises when he/she
becomes fatigued
 Have students complete writing activities writing activities in
small steps
 Allow use of tape recorded for lectures
 Allow the use of a note taker
 Provide notes or outlines to reduce the amount of writing are thought to be caused by phonological processing
required. problems
 Reduce copying aspects of work (pre-printed math problems)
A check list to help teachers identify dyslexia cases
 Provide models of what writing projects should look like.
 Does the child frequently reverse letters (b as d)
 Provide checklists to prompt the use of target writing traits.
 Does the child frequently reverse words (was as saw)
 Use highlighters or coloured pencils to focus on specific
 Does the child read a word inconsistently (girl as gril)
conventions ( e.g., parts of speech, punctuation , and
capitalization).  Does the child frequently reserve numbers (6 as9)

 Provide handouts so there’s less to copy from the board.  Does the child repeat words while reading?
 Does the child have trouble following written or oral directions?
Dyslexia

Dyslexia is a specific learning disability that affects reading and

related language-based processing skill. It can affect reading
fluency, decoding, reading comprehension, recall, writing, Sign and symptoms of dyslexia
spelling, and sometimes speech and can exist along with According to Berninger (2015) the symptoms of dyslexia are
other related disorder. Lyon et.al defined dyslexia as a most commonly observe at school or during and writing
specific learning disability that is neurobiological in tasks. Children with dyslexia may exhibit;
origin and characterized by difficulties with inaccurate  Difficulties with letter identification, and/or phonics (letter-sound
word recognition and poor spelling and decoding correspondence).
abilities. These difficulties typically result from a deficit in the  After exposure to reading instruction, individuals with dyslexia
phonological component of language. Reading impairments may have difficulties with decoding pseudo words, word
 reading, reading fluency (oral reading fluency in particular),
spelling and written expression. In addition, reading
comprehension is relatively poor compared to listening
comprehension among individuals with dyslexia
 Person with dyslexia reads slowly and painfully
 They experience decoding errors, especially with the order of
letters
 Have significant trouble with spelling.
Strategies for helping kids with dyslexia
 Remember that some kids struggle with reading when planning
an activity, supplement written material with pictures and
repetition over time when teaching a lesson.
 Trigger motivation to read by using reading material linked to
prior hands-on experience, real-life experiences or specific
areas of interest (e.g., high interest books, comic books,
magazines)
 Have the kids take turns reading with an adult or read together
with him/her in unison
 Be patient and provide extra time for reading
 Offer material in a different way(e.g. , books on tape, podcasts
 Place the learner under an Individualize Education Plan (IEP).
Dyscalculia

 Supplement words with symbols or colour coding if classroom it is specific learning disability that affects a person’s ability

organization includes posting schedules or lists to understand numbers and learn mathematics facts. Dyscalculia is

 Help kids preview material that needs to be read (e.g., explain a specific learning difficulty in mathematics. Dyscalculia refers
new terms, highlight what is most important) specifically to the inability to perform operations in maths or

 Don’t assume that kids understand what they have read (e.g. arithmetic. It could be described as an extreme difficulty with
numbers. Even children with mild dyscalculia have difficulty in
talk about material and use illustrations to enhance
performing basic math skills. Math disability comprise (i)
comprehension)
computational problems, or ( ii) conceptual problems.
 Break written material into small sections
Signs and symptoms of dyscalculia
 Keep reading material short & simple
 persons with dyscalculia show significant difficulty
understanding quantity, number lines, positive and negative
values, carrying and borrowing.
 Person with dyscalculia exhibits significant difficulty using steps
involved in maths operations.
 They show significant difficulty understanding fractions.
 They are significant challenged handling money.
 Concepts such as time and money should be linked to day-to-
day events. Use of meaningful vocabulary which includes
phrases as tomorrow, in five minutes, as soon as possible
will
 Worksheet activities are also useful in teaching math/math
problems to children with learning disability having difficulty
in math

 Persons with dyscalculia display significant difficulty recognizing  Give smaller number of problems to these children. These
patterns when adding subtracting, multiplying, or dividing children can also be given some extra time to complete math
Strategies for interventions assignments

 Use diagrams and draw math concepts  Playing cards can be used to teach computation skill to

 Use mnemonic devices to learn steps of a math concept children. Some simple games could also be developed with

 Schedule computer time for the student for drill and practice the help of playing cards

 Use concrete material to teach children how to count such as  Blocks, puzzles and word games are always helpful in making

buttons and beads; the process learning

 Teacher should use a lot of visual aids to teach simple  Mathematical concepts more joyful for the child

mathematical operation and concepts  The use of colours again can give some useful hints.

 Tactile materials such as embossed numerals, symbols be used Highlighters can be used to specify.

to teach simple concepts such as more or less, short or long.  Directionality and signs (+, x)
Various lengths and sizes could be taught by tactile  Display charts that explain the process, signs and tell what key
presentations words indicate in word
 Apply the basic concept in activities that could be practiced in  Person with dyspraxia have poorly developed organizational
and outside the classroom skills
 Have students use an abacus to facilitate counting, calculation Identification of dyspraxia
etc children with dyspraxia may be present with some or all of the
 Play instructional math games following:
 Teach students the relationship between addition and The pre-school child: late rolling crawling, walking, difficulty
subtraction or multiplication and division with steps, climbing, puzzles, difficulty with eye movements,
Dyspraxia may move head instead of eyes; difficulty with learning new
Dyspraxia is a difficulty with thinking out, planning and carrying skills instinctively and slow to develop speech.
out sensory/motor tasks. It is an immaturity of the brain The older child exhibits the following:
resulting in messages not being properly transmitted to the  Difficulty dressing
body. The child with dyspraxia may have a combination of  Tying shoe laces
several problems in varying degrees.  Using cutlery
Symptoms of dyspraxia  Poor balance
 Person with dyspraxia express poor fine and gross motor  Difficulty with riding a bike
coordination  Poor reading skills
 They have problems with hand eye coordination  Poor handwriting
 Motor planning and perception problems  Copying from blackboard
 They have poor sense of direction like finding rooms across the  Ability to express themselves
campus Intervention to deals with dyspraxia
The following can help dealing with dyspraxia:
 Break down tasks into dealing with dyspraxia  Provide a serene place to work on balance, fine motor skills,
 Don’t force the child to take part in team games and coordination exercise
 Don’t expect them to copy large chunks from the board or  Play audio speech and vocabulary games for them to learn. It
books, coordinating eyes, brain and hand are not easy for will increase their tendency to speak with watching or
most of us, for these children it can be impossible to achieve listening and playing
 Praise every effort and every small accomplishment. A  Place the learner under an individualize education plan
dyspraxia child has been used to failure repeatedly: every
effort must be made to raise their self-esteem. Aphasia
 Remember that they have significant difficulty in taking Aphasia is an inability to comprehend and formulate
information from the board during lessons. Allow them extra language because of damage to specific brain regions. To be
time: teach in small bursts, allowing opportunities to rest, if diagnosed with aphasia, a person’s speech or language must be
necessary. significantly impaired in one (or several) of the four communication
 Teach on a one-to-one level, with few distractions, when modalities. The four communication modalities are auditory
appropriate. If there is a learning support worker available, comprehension, verbal expression, reading and writing, and
allow them to assist the child so they are taught at the same functional communication. The difficulties of people with aphasia
pace alongside their peers. Children with dyspraxia are can range from occasional trouble finding words to losing the
better in a relaxed environment with one-to-one support. ability to speak, read, or write; intelligence, however, is unaffected.

 Establish a parent-professional link. Expressive language and receptive language can both be affected

 Place students at the front of the classroom so they can hear as well. Aphasia also affects visual language such as sign

instructions clearly and copy from the boards easily. language.

Sign & symptoms of aphasia
 Persons with aphasia have significant difficulty finding words
(anomia)
 They speak haltingly or with effort
 They speak mostly using single words (e.eg., names of objects)
 Persons with aphasia speak in short, fragmented phrases
 They have the inability to pronounce, not due to muscle
paralysis or weakness
Interventions strategies
 Structure the learning environment to minimize distractions for
your students with aphasia
 Use simple language and uncomplicated sentences when
communicating with students with aphasia
 Repeat words as necessary when speaking with students with
aphasia
 Present information using multiple modalities (e.g., orally,
visually, kinaesthetically)
 When teaching vocabulary, provide written words definitions,
synonyms, antonyms, examples of usage and pictorial
representations
 Explicitly teach semantics and syntax concepts. Simplify them
as much as possible
 Break concepts down into small steps and repeat them as often
as necessary to ensure your student comprehends them
 Allow students with aphasia as much time as necessary,
without interruption, to express themselves verbally
 Use flashcards/index cards to build vocabulary
 Encourage your students with aphasia to use any of
communication they are comfortable with (e.g., writing,
drawing, pointing, gesturing, picture systems, sign language,
augmentative communication devices)
Auditory Processing Disorder (APD)
Hearing is complex process that is taken for granted. As sounds
strike the eardrum, the sounds (acoustic signals) begin to
undergo a series of transformations through which the
acoustic signals are changed into neural signals. these
neural signals are then passed from the ear through
complicated neural networks to various parts of the brain for
additional analysis, and ultimately, recognition or
comprehension. auditory processing Disorder (APD)
previously known as ‘’Central Auditory Processing
Disorder’’(CAPD) is a disorder that auditory information is
incorrectly processed in the brain. APD is an umbrella term
 that describes variety of problems with the brain that can
interfere with processing auditory information.
Signs and symptoms of auditory processing disorder
 Persons with auditory processing disorder have significant
difficulty following multi-step directives
 They have trouble understanding in noisy listening
environments
 They have poor listening skills
 They struggle to pay attention
 They express difficulty with reading, spelling, math word
problems and vocabulary
Intervention strategies
 Reduction of noise/ minimize distractions
 Use of classroom amplification system
 Clear enunciation at a slow – moderate rate of speech
 Insert purposeful pauses between concept
 Shortened verbal instructions; only pertinent content
 Provide visual cues during lecture and /or oral directions
 Provide repetition of oral information and steps of
assignment
 Give breaks between intense concepts taught for
comprehension
 Check for comprehension early and often
 Preview and review concepts for lecture
 Use of a positive peer partner for comprehension of
directions
 Use cooperative learning groups
 Use of a note –taker
Visual processing disorder
A visual processing disorder (VPD) is the inability to
perceive information receive through the sense of vision. The
symptoms of this condition are unlike the complications relating to
eyesight or sharpness of vision. Problems with visual processing
affect the interpretation and processing of the received visual
information by the brain. for example, visual-spatial processing is
the ability to define the spatial localization of objects. When a child
passes the vision text during clinical examination but is unable to
identify the differences between a triangle and square, it is a sign
of visual processing disorder.
Sign and symptoms of visual processing disorder
 Lack visual discrimination ability: the person is unable to
use the sense of sign to notice and compare the features
of different items to distinguish one item from another
 Demonstrates restlessness, short attention span,
perseveration
 Exhibits reversals of b, d, p, q u, n when writing beyond a
chronological age of 7 or 8. Inverts numbers (17 for 71),
reverses as well
 Gives correct answers when teacher reads test, but can’t
put answers down on paper.
Intervention strategies
 Move the student with visual processing disorder closer to
the front of the class, as close to the instructor as possible
 Describe visual presentations aloud and /or provide
narration
 Use audiobooks or text-to – speech software
 Allow oral reporting instead of written responses
 Say directions and assignments out loud
 Clearly space words and problems on a page
LEARNERS WITH VISUAL IMPAIRMENT
Visual impairment refers to a significant loss of vision,
even though the person may wear corrective lenses. The
nature and degree of visual impairment may vary
significantly, so each student with visual impairment may
require individual adaptations to instructional practices
and materials in order to learn effectively. Visual
impairment includes two main categories:
Blindness and low vision. Vision plays an important role
the learning process. Children with visual impairments
(CwVI) have their own specific educational needs. They
require an educational system which meets their individual
requirements to undergo the educational process.
Visual impairments are further classified as congenital or
adventitious. Congenital refers to loss of vision present at
birth. Some of the more common causes of congenital
visual impairment are: prematurity, genetic diseases,
prenatal and perinatal infections as well as maternal
substance abuse. Adventitious refers to loss of vision
acquired after birth as a result of illness or accident.
Signs and symptoms for visual impairment
Poor handwriting o Continuous physical indications (crossed eyes,
o Rubbing eyes pupils of uneven size, drooping eyelids, excessive
o Shutting or covering one eye blinking, sties)
o Inattentiveness Accommodating strategies for learners with

o Difficulty with reading visual impairment

o Achievement/ ability disparity  Use verbalizes praise and disapproval. a student with

o Unusual facial expressions when reading a visual impairment is not reinforced or cautioned by
facial expressions and body language
o Eye discomfort (burning, scratching, itching eyes)
 Be specific with descriptive language and avoid using
o Holding reading materials at an inappropriate
terms like ‘’here’’ or ‘’there’’ when describing the
distance
location of a person or object.
o Discomfort following work (headaches, dizziness,
 Talk directly to the student rather than through an
nausea)
accompanying person. use a normal tone of voice.
o Body rigidity
Feel comfortable when using words like ‘’look’’ and
o Double vision and /or unusual blurring
‘’see’’. Hey are part of the language and the students
o Reversals (a tendency to reverse letters, syllables,
is used to hearing them
or vowels)
 Keep classroom, corridors and stairs free of clutter
o Letter confusion(confusing letters of similar shape)
 Allow the student to move to the place where they can
o Poor spacing or difficulty staying on the line when
see and /or hear best
writing
o Dislike of visual tasks
 Verbalize what is being written on the blackboard and
encourage the student to listen or write down the main
points.
 Use large print and braille text books
 Use speech output calculators
 Seat the student as close to the teacher as possible
so that the student does not miss any information.
LEARNING WITH AUTISM
Autism spectrum disorder (ASD) is a Neu development disorder

 Use geometric shape kits that affects a person’s social interaction, behaviour and ability to

 Reduce the number of questions answered. communicate. Some common characteristics associated with
autism include repetitive and compulsive behaviours, limited
 Provide an alternate way of testing the student’s
interests and social engagement, and difficulty adjusting to
learning. multiple choice questions are difficult
unexpected change or unfamiliar routines. As autism is a
because of the amount of visual scanning and
complex disorder there is no single approach to meeting the
accommodating required.
needs of all students with autism. Teaching strategies need to
 Accept typed answers, a computer printout or answers
be adapted based on a student’s individual needs, the
recorded on a audiocassette
resources available (such as teacher aide assistance) and the
 Provide opportunities for the student to be with
educational setting. Two key elements of structured teaching
students who do not have disabilities for purposes of
approaches for learners with autism are; the organisation of the
modelling their behaviour
physical environment and the use of visual supports.
 Create opportunities for the student to develop
The physical environment
meaningful relationship with adults and peers who
Clear and consistent organisation of the physical
may or not have disabilities
environment is a strong theme in structured teaching and is a
 Pair visual information with other sensory cues,
key part of supporting students to understand and make
particularly auditory cues
meaning of the classroom environment. For example, clear
organisation provides the student with information about where
specific activities occur in the classroom and what resources
may be used in those areas. This can be achieved by arranging
the furniture clearly, adding visual labels for each area in the
classroom, and organizing resources logically to align with the
purpose of the designated space: for example, placing books in
a library corner where group reading may occur.
The flow of movement within the classroom space is
also important. Creating logical visual pathways for transition
between learning areas and activities within the space is
beneficial. Transitions work best when there are fewer physical
obstacles. This might involve ensuring that students head in the
same direction rather than against one another, that they don’t
have to travel around or objects, and that the next activity to
move to is nearby.
Visual supports
The use of visual supports in the classroom assists
individuals with autism to process their day and understand the
environment around them. research suggests that visual
support is particularly effective in developing student
communication and understanding as visual receptivity is often
a key strength for students with autism. Some of the types of
visual supports that can be used include objects, photographs,
drawings, symbols and written cues for students who respond
well to text. These kinds of supports can be used to introduce
daily schedules and routines, reinforce the meaning of verbal
instructions, and to give structure to learning activities. The use
of visual supports can increase student engagement, reinforce
positive behaviour, and provide a foundation for developing
student independence and communication skills. Visual
symbols are most commonly used and are easy to prepare.
Peer interaction
It is important to educate other students in the class about
autism and to promote positive peer interactions so that the
student with autism is not socially excluded. The first and then
visual cue can be uses to support turn-taking during games and
activities. For example, ‘first Adam’s turn, then John’s turn’.
Alternatively, a swap visual may be used to promote sharing
and parallel play.
Social stories
Social stories are individualised stories that can be used to
support students to develop social skills and to prepare them for
social situations. These stories are both concise and specific in
detail. They generally include key information about the who,
what , when, where, and why in social situations and use a
combination of both visual cues and written.
- Make sure directions are given step-by-step, verbally,
visually, and by providing physical supports or prompts, as
needed by the student. Students with autism spectrum
disorders often have trouble interpreting facial expressions,
body language, and tone of voice.be as concrete and explicit as
possible in your instructions and feedback to the student.
- Find out what the student’s strengths and interests are
and emphasize them. Tap into those avenues and create
opportunities for success. give positive feedback and lots of
opportunities for practice.
- Build opportunities for the student to have social/
collaborative interactions throughout the regular school day.
Provide support, structure, and lots of feedback.
- If behaviour is a significant issue for the student, seek
help from expert professional resources (including parents) to
understand the meanings of the behaviours and to develop a
unified, positive approach to resolving them.
- Have consistent routines and schedules. when you know
a change in routine will occur (e.g., a field trip or assembly)
prepare the student by telling him or her what is going to be
different and what to expect or do. Reward students for each
small success.
- Work together with the student’s parents and other
school personnel to create and implement an educational plan
tailored to meet the student’s needs. Regularly share
information about how the student is doing at school and home.
-
DEPRESSION (LEARNERS WITH DEPRESSION)
Depression is a condition that makes learners feel sad, have
low energy, and lose interest in activities that normally give
them pleasure. Adolescents suffering from depression are
withdrawn, stop from regular activities, do not interact with
others, lost concentration in school work and decrease in
academic achievement.
Strategies to help depressive learners improve on their
learning
Behavioural Activation
Behavioural Activation (BA) is considered psychotherapy for the
treatment of depression. BA is defined as structures
psychotherapy. There are three aims, increasing more positive
activities that make patients have feelings of pleasure,
decreasing more negative activities that make patients have
bad ideas, solving limitation of reward. Because depression is
characterized by behavioural avoidance, the three aims of BA
can be customized according to the patient’s situation
(Dimidjian, barrera, Martell, Munoz & Lewisohn, 2011). To
achieve these aims, therapists and patients work together to
create a system of tasks, task assignments, and activities that
increases the chances of positive rewards and reduces the
chances of avoidance. Because each patient are different, the
therapist adjusts tasks and activities accordingly.
Interpersonal psychotherapy
Interpersonal psychotherapy (IPT) is an is an evidence-based,
time-limited, specifically focused method in treating mood
disorders (Markowitz & Weissman, 2024). Interpersonal
psychotherapy for adolescents (IPT-A) was adapted from IPT,
as strong evidence suggests its benefits for treating adult mood
disorder, including bipolar disorder and major depressive
disorder. Interpersonal psychotherapy helps to alleviate
depressive symptoms; enhance social communication and
decrease stress in relationships, and increase awareness of the
mood symptoms.
Building healthy friendship with peers who are not suffering
from depression to support the mentality of the adolescent as
well as counselling and psychotherapy are possible strategies
to help the improve on her learning.
Conclusion: the teacher’s duty is not to carry out a diagnosis
but being able to identify impairments which helps them to
guide their learners to health services and better adapt their
teaching.
Disability and social participation: Talking about disability
and social participation, our objective will focus on the
identification of enablers and barriers within the society for the
inclusive participation of persons with disabilities. Some barriers
to inclusive education include:
1- Discrimination: unfortunately, many of the key
stakeholders responsible for ensuring access to an
inclusive education can also be responsible for
prohibiting this very thing. This is large part due to the
 fact that people with disabilities can still be culturally
ostracised by non –disabled people.
Negative attitudes to disabled people can lead to them
being ignored in classrooms, left out by peers, and
bullied by society in general. Of course, in an
environment like these children with SEND (Special
Educational Needs and Disabilities) cannot be expected
to thrive. As a result, what is required is greater
education and understanding of disabilities and special
educational needs to promote attitudinal inclusivity
2- Accessibility: while it’s well and good talking about what
goes on inside a classroom to control inclusivity, if a
disabled child cannot get into that classroom, they are
automatically excluded from the education they might
receive.
The issue of accessibility, however, isn’t just classroom
based
It stems right down to public transport facilities, school
locations and parental support. This means major
systemic change is required to ensure all students can
access the education they deserve, with online learning
where necessary.
3- Lack of training: teaching pupils with varying abilities,
who all learn in a different way, and some of which have
access needs requires training. However, at present,
teacher training is ‘’fragmented, uncoordinated, and
inadequate’’. Meaning teachers are unequipped and may
have negative attitudes towards SEND pupils.
4- Language barriers: this point refers not just to young
people in schools, some of whom will not speak English
as a first language, but to their parents. The needs of
parents who speak minority languages are often aver
looked; but considering parental engagement is
considered a greater predicter of students’ outcomes
than schooling itself, schools should be making it a
priority to engage every parent across the board
5- Funding and policies: funding for inclusive education is
a major barrier to disability and social participation. This
is because finances are needed to put in place all
logistics that will make it possible for pupils with SEND to
have quality education. Lack of funding indicates that
policy makers do not fully believe in the need for all
pupils to access a quality education. This can impact on
 ability to train teachers, bring in specialist staff, and
provide other support.
Overcoming barriers (enablers) to inclusive
Education: could parents and carers be the key?
According to UNICEF:’’ at the school level, the following
must be done’’
- Teachers must be trained
- Buildings must be refurbished
- Students must receive accessible learning materials
At the community level:
- Stigma and discrimination must be tackled
- Individuals need to be educated on the benefits on
inclusive education
At the National level:
- Government must align laws and policies with the
convention on the rights of person with disabilities, and
regularly collect and analyse data to ensure children are
reached with effective services. However, there’s a key
group missing from the UNICRF’s statement here, and
that’s parents and caregivers
As earlier mentioned above, parental engagement has a
greater impact on pupil attainment than any other aspect
of schooling.
- Parents should educate their children about
discrimination, influence perceptions in the wider
community
- raise P.T.A funds to help facilities more accessible and
advocate for students who don’t have the voice or
confidence to do so themselves.
The CRPD defines: persons with disabilities, as persons
with long-term physical, mental, intellectual or sensory
deficiencies for which interaction with diverse barriers
may prevent their full effective participation in society
based on equality with others. ‘’To overcome the
challenges persons with disabilities, face interventions
aimed to remove environmental and social barriers
are necessary’’ WHO specifies.
The specific case of young girls with disabilities
‘’It is very necessary to educate the young girl with
disability otherwise, she will become dependent on
 someone… if she gets educated, she will be able to live
in a society with her head held high’’
ASSESSMENT FOR CHAPTER 2
1. In your opinion what are the obstacles faced by
Cameroonian girls with disabilities? How can these
obstacles be overcome?
2. Read the following portraits of children and for each of
them, say if they appear disabled following the social
model. Explain your answer and justify with what you
learned from the lessons on disability and
impairments.
A. Adamou is a 10 years old boy. He was born with a
hearing impairment. His parents taught him to lip-
read and use some gestures to communicate with
him. He attends the village school since he turned
5years and his friends know how to communicate
with him. The teacher identified that he is very
strong in math and often suggests that he helps
his mates who are in difficulties.
which he can answer using short phrases or a
single word. The teacher also discovered that
Yaya had a very beautiful voice and often asks the
entire class to sing for a while. Yaya has
discovered that when he sings, he does not
stammer.
C. In your opinion, what are the obstacles faced by
Cameroonian girls with disabilities? When Mounira
was a little child, she was hit by a car and could no
longer use one arm and eye. Her parents, very
poor, never sent her to school thinking she would
not be accepted at school and she would not learn
anything. She almost never leaves the house and
her parents think she will never find a husband
because she had very ugly scars and work
because of her paralyzed arm.
MARKING GUIDE

IMPAIRMENT, DISABILITY ARGUMENTATION

B. Yaya is a stammerer. He is the last of the family
DISORDER,
and each time he opens his mouth ever since he DESEASE
was little, the others mock him. He has learnt to A -Accepted and supported
remain silent and has lost all self-confidence. Hearing by the family and
Since last year, he attends a new school and his impairment No surrounding.
new teacher takes time to listen to him, questions acute from -Communication with
birth. their surroundings.
 -Valued and has a place -Value of abilities and
in class (role of helping role within the group
in mathematics). (thanks for singing).
B -Victim of bias against a
girl with disability (ugly,
no marriage, no place in
Motor and the society).
visual Yes -Over-protection of
impairment due parents who have
to road deprived her of school
accident. for fear that she will be
rejected.
-Parents are poorly CHAPTER 3: BARRIERS AND CHARACTERISTICS OF AN
informed community not
sensitized. ENVIRONMENT CONDUCTIVE FOR INCLUSIVE
-Cut of all social EDUCATION
relations.
-No place in the society. This chapter presents the inclusive school, by first pay attention
-Low self-esteem.
to what acts as barrier or rather a lever in access to education
for all children. It then tackles accessibility of the school
Before:
C -Victim of rejection (not environment, reception and safely conducive for inclusion of all
accepted with their learners-finally, it focuses on the attitude of the inclusive
Communication difference).
disorder, light -Low self-esteem. teacher and the way they are able to value differences and
stammering, Yes encourage reception and preparation for learning for all their
from birth. Henceforth:
-Trained teacher. learners.
-Sensitised learners.
-Development of self- The teacher is expected to adapt the support of each child
esteem. with respect to specific disability.
3.1.3 - Identification of barriers in access to education - Lack of teaching skills and confidence by teachers.
- Lack of teaching and learning resources including
There exist three types of barriers to education
namely: attitudinal, institutional and environmental teaching aids, braille, hardware, screen reading software,

1- Attitudinal barrier (attitudes and behaviours) accessible learning and assessment materials.

This refers to people’s negative attitude towards - Limited access to sign language education and

people with disabilities such as attitude include interpreters

- Discriminatory beliefs about impairment and their causes - Limited availability of specialized health services

and negative assumptions about the aptitude and including early intervention and therapy services

potential of people with disabilities 3- Environmental barriers include

- Family and community belief that people with disability - Inaccessible school buildings e.g.: multi-story schools

drain household resources with no lifts or ramps, inaccessible water, sanitation of

- Bullying of learners with disability the school, which may be remote and /or difficult to get to
using available transport options
- Care givers concerns regarding the safety and wellbeing
These are just some of the numerous barriers
of the child with disability under their care (over
faced by children in schools and communities across the
protectiveness can result in exclusion)
world.
2- Institutional barriers: These can include;
Teachers, parents, educators may feel they are
- Lack of policies that favour education for children with
not in a position to reduce or eliminate all of these
disabilities in inclusive schools
barriers. Nevertheless, it is important that the educational
- Inadequate resources to enable implementation of
community be conscious of the existence of these
disability – inclusive policies.
obstacles and how they affect the development in the
- Prohibitive cost of school fees, transport uniform.
society. This helps to better identify the barriers in a bit to
 TYPES OF BARRIERS IN OBSTACLES PROPOSED
reduce them and create inclusive environment for
ACCESS TO EDUCATION
education for all children.
Physical environment - Lack of infrastructure (inadequate
school buildings, classrooms &
facilities can hinder education
3. 1.2 - Identification of barriers linked to the especially. in rural areas
educational system - Distance- unsafe / unhealthy

The educational system also considered the pupil with a conditions e.g., conflicts, wars.

disability or with a SEN in two different ways. Attitudes/behaviours Cultural beliefs

- Discrimination/stigma
a) The ordinary school: considers that “the
- Parental attitudes (-)
child is the problem’’ this vision implies that
Institutional barriers (including Affordability (school fees) uniform, books.
one will have to ‘’ change the child’’ for them
barriers linked to educational - Admission policies its enrolment slot
to adapt to the existing system.
system) - Quality of education: inadequate
b) The inclusive school: considers rather that ‘’
curriculum, low teacher quality or in
the educational system is the problem’’.
work lack of it
According to this approach, it is no
longer the child that poses problem, but the to promote access to education for all children
educational system which is not sufficient, flexible and including children with disabilities and SEN.
innovative to adapted and respond to the diverse
needs of learners. NB: In Cameroon, children at risk of school exclusion or
The objective of inclusive education is to marginalisation mainly include children with disabilities,
eliminate barriers to the educational system in order children suffering from a chronic disease, children living
with HIV/AIDS, street children, refugees, orphans, children
from ethnic minorities, girls
3.2. identification of obstacles in access to education
Since we have seen that girls are amongst the most vulnerable,
we shall focus on levers that promote the schooling of girls.
These levers or barriers and obstacles proposed include the
following;
Children with disabilities are practically exposed to the risk
of exclusion and when the school does not play its role, the
lives of all the people are affected. Consequently, between 80%
and 90% adults with disabilities in the world of working age are
unemployed today according the UNDP
It is therefore of paramount importance that the
educational community participates in creating environments
which are inclusive, where all children are valued, feel welcome,
appreciated, and respected, no matter their abilities, gender,
ongoing or the economic situation of their family
3.3. Inclusive school: accessibility of the premises
Definition: ‘’ Physical accessibility refers to all the conditions
that facilitate, for all learners
- Access right to school
- Entry into the school
- Movement within the school
- Use of school equipment and infrastructure of the
school’’
Accessibility of the school plays a crucial role in the welcoming
and maintenance of all learners. It is important to create an
accessible environment void of any danger and where every
child feels physically and emotionally safe.
 It is important to:
- Carryout collective brainstorming on what can be
improved on in the school to make it more inclusive.
- Set up another blackboard, ramps, handhold, clean the
surroundings, arrange the halls to avoid obstacles etc.
- Reflect and action in a team bringing together
colleagues, directors, families, D.P. Os, community.
- Also emphasize on the need to bring other learners on
board and make them responsible in this effort.
3.4. Characteristics of an inclusive class
Definition: An inclusive class is a receptive and
friendly class in which children feel welcome and
safe, where values such as respect and kindness are
key.
It is a class where every pupil can prepare for
learning and advance at their pace.
It is a class where rules of accessibility are
respected, meeting the specific needs of the children
received.
The creation of a welcoming and friendly class is not the
sole responsibility of the teacher but of all the learners.
3.5. Qualities of an inclusive teacher
 Physical Impairment
An inclusive
teacher possesses
several qualities that
promote a welcoming
and supportive learning
environment for all
learners. Some of are: Visual Impairment
- Smile, be patient,
welcoming, respectful,
open minded (recognise
and accept differences),
flexible.
- Encourage efforts, listen and
pay attention to all the pupil
with an impairment (gestures,
smiles)
- Be vigilant without being over
protective
- Encourage independence
- Allow everyone to play a role
- Ensure wheelchair accessibility
- Arrange seating to
accommodate mobility devices
- Improve adjustable desks
- Use tactile materials, allow extra
time for movement breaks
- Use assistive techniques
- Use braille materials
- Provide large print resources
- Modify lighting & contrast for
children with low vision keep
pathways clear from obstacles
- Use audio description, verbal
description of visual content,
tactile markers, seen render
Hearing Impairment
- Use visual aids, provide
hearing loops, ensure good
lighting for lip reading & reduce - Ensure that every child
noise. feels safe in the class
- Face students when speaking, and in school.
use visual cues. 3.6 How to make the
- provide transcript for sign lang school accessible to
interpreters. all children with
Other diseases: Albinism, epilepsy, disabilities or with
sickle cell, autism.
SEN
- Ensure sum protection for
The teacher is
children with albinism
advised to make
- Have emergency seizure
adaptations in class,
protocols in place for epileptic
school, and in their
pupils and accommodate
teaching to better
needs based on individual
health requirements welcome children with
- Educate classmates about the an impairment , a
conditions, provide necessary disorder or other
medical support, adjust diseases.
activities or schedules as This can be seen
needed. Collaborate with as follows
health care professionals
By recalling one of the

within the group Behavioural Disorders + speech and
communication disorders.
- Establish clear routines
- Create quiet spaces for sensory
breaks, implement visual
Intellectual Impairment. specific characteristics of
- Provide visual schedules, clear
instructions, reception of key
information and simplified
language material
inclusive education; adaptations made to promote learning for a
pupil with a disability or SEN will very often at end be of great
benefit to all the learners.
3. The twin – track approach to inclusive education
The education authority can adopt two complementary
approaches to promote inclusive education of children
with disabilities. They can provide improvements specific
to the disability which will be of benefit to the children
with disabilities in particular. For example, the
construction of ramps in schools will specifically help
children using wheel chairs and if they provide Braille
books, it will help blind children. On the other hand,
education authorities can provide improvements that are
more holistic which will benefit all the learners in school,
including children with disabilities. for example, the
provision of reading and writing materials to all children
will benefit all the learners including children with
disabilities.
Examples of improvement for a successful twin-
track approach to learning
- Provide wheelchairs to children in need (specific to
disability)
- Ensure that there are sign language interpreters in
classes with deaf children (specific to disability)
- Provision of school feeding programmes(holistic)
- Ensure that all schools have access to continuous quality
professional development(holistic).
Task: Propose other example of holistic
improvements and those specific to disabilities.
It is crucial to develop a combination of interventions
specific to disabilities and holistic to promote inclusive
education for children with disabilities. This is what the
twin-track approach refers to.
The twin-rack approach does not only promote inclusive
schools but also inclusive societies given that inclusive
Education promotes social inclusion beyond the school.
Assessment 3: Prepare an exposé on the topic
The twin-track approach to inclusive education.
Describing the specific approach to inclusive education,
which consists in the combination of interventions
specific to disabilities in particular) and holistic (targeting
all the children in school) including children with
disabilities.
CHAPTER 4: INCLUSIVE PLANNING LEARNING AND
TEACHING STRATEGIES
Lesson preparation is a crucial step to promote inclusion
of all learners. It is during the planning stage that the
teachers should anticipate the modalities of the
lesson.
During this planning stage, the teacher should consider
the adaptations to be made to encourage all learners to
start learning.
Example: Ask the learners to give a few examples which
you note on the board.
4.1. Preparing and presenting a lesson for an
inclusive classroom
- Planning an effective lesson
There must be a link between what the learners already
know about the topic before beginning the lesson
(previous knowledge).
- Provide a variety of materials for all learners.
- Objectives have to be clearly stated.
- Break the lesson down into progressive steps.
Presentation
- Make use of strategies to involve all the learners in the
lesson.
- Make use of a variety of teaching aids appropriate to the
lesson to illustrate the concepts.
- Teach useful and new content
- Give pupils opportunities to execute tasks and receive
feedback.
Evaluation/ Assessment
- Check if your objectives have been attained through
evaluation.
- Summarize the lesson.
- Link the lesson to real life situations.
- Announce the next lesson.
- Give homework and other practical activities.
At all stages
- Ensure that the lesson is accessible to all pupils with and
without disabilities
- Provide necessary support to pupils who have difficulties
understanding the subject matter or doing the activities.
NB: The lesson plan must include the usual components
objectives, conduct, instructions, materials and equipment,
duration etc., as well as details of the adaptions you plan to
make to enable the pupils with disability participant in the
learning process
A well-prepared lesson plan for an inclusive classroom must
involve the following roles well allocated in advanced;
- The teacher, leaners, learners with disabilities
- Setting clear and achievable learning objectives for all by
stating, if necessary complete or partial objectives
adapted to individual learners or group of learners
- Breaking down the lesson into progressive steps
- Organizing activities within a multi-sensory approach,
which allows all learners to understand the lessons
based on the strategy that suits them best, displays,
manipulation, games…
- Provide a variety of materials adapted to specific
attitudes and needs etc.
4.2 Inclusive teaching and learning strategies
Children with intellectual, visual or hearing impairment
suffer from incomprehension, frustration, failure which
requires adaptations of the teacher’s mode of
communication
Interactions between the learners and their
teachers as well as among the children themselves are
key elements of the learning process. Such interactions
are key to learning and to the social and emotional
development of the child. Children with disabilities can
face communication challenges due to limitations in their
abilities to speak, hear or understand.
However, these are the strategies to help children with
disabilities, their teachers and peers to communicate
among themselves while working together in an inclusive
class.
These strategies include the following;
- Use clear phrase with simple instructions.
- Articulate, speak clearly without exaggeration or
excessive slowness.
- Stand facing ‘hard of hearing’ children so that they can
see your face when you talk.
- Do not talk with your back while facing the board.
- Use gestures and facial expression while talking.
- Your writing should be reader friendly and get used to
reading aloud while writing, this will not only help children
who do not see but all children.
- Use objects, images, symbols, pictograms to accompany
verbal communication
- Always smile with the pupils who have communication
disorder, encourage and be patient with them, offering
them multiple choice answers they can select.
- Use technological tools such as mobile telephone in
which you can record the lesson or the reading activity in
advance.
- Adopt approaches to gender sensitive communication
Check list\ guidelines for inclusive education
- Avoid language that may be offensive or insensitive.
Inclusive teaching and communication strategy.
- Look and speak directly to the learner rather than their
parents.
- Speak slowly and clearly and try by using shorter
sentences.
- Turn down or off background noise or music.
- Make sure that only one person speaks at time during
discussion.
4.3 Multisensory approach.
Each child is different with different abilities, needs, and
learning styles. Some learners understand and retain
what they hear. Others need to touch, to see etc.
- The multisensory approach targets the different senses

- Listen to multiple perspective and create a safe space for through which learners apprehend teachings. These

people to express themselves. senses are

- Promote inclusive language when referring gender, race,

ethnicity or religion. Organ required Sense or Name of the

- Inclusive language should not demean, insult or exclude function sensory entry

people. Eye Vision Visual entry

Ear hearing Auditory entry

Skin, hand touch Tactile entry
Body movement Kinesthetic entry
Examples of multisensory activities
Approach Examples
1- Visual - posters, charts, illustrations, drawings
2- Auditory - storytelling, songs, rhymes, sounds
3- Tactile - handing concrete objects, cards, sand
writing day
4- Kinesthetic movement of the limbs and body muscle;
tracing in the air sports, group games dance.
The Multisensory approach is a way of teaching that
engages more than one sense at a time. Kids learning by
working at text or pictures. Many also rely on hearing
although multisensory teaching is not limited to reading
and listening. They involve several physiological senses.
Kids get a chance to visually examine, touch, smell and
taste apples for example instead of just listening to their
teacher speak how apples grow. They can even count
the seeds.
It incorporates the visual; auditory and tactile ways of
learning ( Maria Montessori, a renowned Italian Dr. and
pedagogue , introduced the multisensory approach to
learning in reading.
4.4Active Learning Methods.
Active learning Methods which require students to
engage in their learning by thinking, discussing,
investigating and creating. They practice skills solve
problems, struggle with complex questions, make
decisions, propose solutions and explain their own ideas
through words, writing and discussion in the classroom.
Examples include taking down notes increase memory
and understanding of new ideas, teaching others, taking
breaks. E.g., role play, group projects, peer teaching,
debates, demonstrations.
Different ways of active learning in the
classroom include: Question and answer sessions,
discussions, interactive lessons, assignments,
experiential learning, flipped classroom, cooperative
learning.
The teacher becomes more of a facilitator who organizes
activities that will allow the acquired knowledge to be put
into practice acquired knowledge to be put into practice
more concretely. He/she also answers questions from
students who face difficulties.
Students think-pair and share ideas they think
individually, analyse and clarify their responses
collaboratively, organise prior knowledge, brainstorm,
summarize, apply and integrate new information.
It could also be referred to as learning through play,
technology-based learning, activity-based learning, group
work, project method.
Definition: Active learning approaches is a set of
teaching methods which all seek to make the learner an
actor of the learning process. These teaching methods
assume that we learn by doing, contrary to traditional
teaching methods which start with theory and then
practice.
For the most children, the learning process is
more effective when learners are active. thus,
proposing lessons based on active learning approaches
will be beneficial not only for learners with disabilities
but for all learners.
The inclusive teacher should ensure that they;
Vary the activities and the strategies to adapt to all
learners. They should as such as possible propose
motivating situations where the child is active.
4.5 Differentiated instructions
In an inclusive class, the teacher aims at marking every
student as active as possible, by proposing diverse and
motivating activities following the multisensory approach.
Differentiated instruction is the process of
tailoring lessons to meet the individual needs,
strength and interest of each learner. Teaching this
way helps the teacher to personalize learning and give
learners a choice and flexibility on how to learn. All
learners have the same goals but the instruction varies
 based on the goals, their interest, preference, strength
and struggle. It can be applied in the following ways.
1) Learning objectives
Although it is recommended to follow the curriculum
for all learners .it is sometimes necessary to adapt
the objectives to the different abilities .example
- All pupils will be requiring to solved add numbers
less than 50
- Pupils with special educational needs can add
numbers less than 20
2) Contents
The content of the lesson can be made simpler or
more complex, depending on the needs, interest and
abilities of pupils.
Example
Solving 3 problems by learners with special
educational needs (SEN), and solving 5 problems by
gifted learners.
3) Quantity: The work load can be adapted to the
number of exercises. example: the number of
sentences to be written can be reduced.
4) Instruction
Instructions should be clearly given and tasks broken
down from easy to difficult, simple to complex,
directives be given step by step.
5) Expected results: This should be set according to
pupils’ progress and abilities. Sometimes, progress is
very slow, the teacher should not be discouraged,
should keep on encouraging such cases. Any
progress no matter how little, reinforces the child’s
self-confidence and enhances learning.
6) Material: Use a variety of materials adapted to the
child’s abilities. E.g. multiple choice answers for
pupils with difficulties in writing, concrete material for
the visually impaired…
7) Duration: Not all children work at the same pace.
Some need extra time to complete a task, others
have limited attention span and will get bored or tired
easily.
8) Example: Visually impaired learners will need more
time than others to complete a writing task.
Summary on differentiation
Differentiation consists of adapting teaching to
consider the needs of all learners in the context of
 inclusive education, to enable them access and
progress in the learning process as best as they can.
Differentiation applies to three different components
of teaching.
The content: what is taught
The procedure: how the content is taught
The outcome or product: what is expected based
on ability.
Differentiation can be applied individually or for
group of learners. Focus on gender in case of
differentiation in groups. A girl may feel unhappy and
uncomfortable if she is alone in a group of boys.
Make sure there is at least one other girl in the group.
Sometimes, girls may also prefer to work in girls only
groups, away from the boys in the class. When
teaching, you should make sure that you cover topics
and give exercises that are interesting for both girls
and boys. It is important that teachers treat boys and
girls with respect and consideration at all times. This
is only possible if teachers respect both girls and
boys.
Differentiation is one strategy that is particularly
beneficial for children with disabilities. however, as
teachers, you must differentiate carefully and
thoughtfully. Otherwise, some learners may feel
embarrassed or anxious if they are treated differently
from other learners.
4.6 Inclusive Equipment: Simple and low-cost
learning aids.
There exist several materials (resources) that are
available for free or at very low cost in the school
environment (bottle tops, egg cartons, waste fabric,
various grains and peas, pebbles sand, sticks, etc) these
materials can benefit the teachers /pupils during the
teaching learning process.
Teachers are advised to brainstorm on how
these materials can be of help to them and keep their
ideas jealously so as to implement during lesson
planning and delivery.
Creating/designing your own teaching materials
using resources readily available around you have
the following advantages.
- Materials is available for all learners (all learners are
active) e.g., counters
- Learner’s understanding is facilitated when they handle
the material and learning by experience (experimenting)
- Fun and motivating materials for children.
- Offers independent activities learners can carry out
Name of the Possible activities and learning situations
during the lesson if they are unable to understand.
material
- Offers independent activities during customised
Picture book or - World illustration (vocabulary building)
assistance.
collection of - Phonological awareness (sounds,
- Family involved in the designing of learning materials (by
pictures syllables etc
providing recycled materials, small quantities of grains or
- Sort pictures by theme
paste, by setting etc)
- World lottery game (vocabulary)
- Possibility of creating the material at home and practicing
- Match a picture with a word written in full
with the family (with brothers and sisters etc)
or broken down into syllables or letters
- Possibility of creating adapted materials for disabled
- Pick 3 pictures and create a story
children: large print or tactile cards, colour codes, visual
- Memory game: (show 5 pictures let them
cards, embossed materials etc.
close their eyes, remove one picture,
make them guess which one was
removed (name it) etc
Colour charts - Recognise and sort shapes.
 - Recognise and sort colours.
- Associate a number with a collection by
respecting the shapes and the colours.
- Observe and reproduce a template.
- Fill in a table with two entries (shapes
/colours).
- Memory game: (present 5 shapes, let
them close their eyes, remove one
shape, have someone guess which one
was removed (& name it)
Seeds and - Sorting activities (random, by colour, by
pastes size, by type of seed, etc)
- Fine motor skills: sort seeds using a
clothes pin.
- Count.
- Add, subtract.
- Match terms using a dice.
- Numbering: bags of 10s,100, etc.
Clothes pins - Fine motor skills: gripping (e.g., hold dry
beans in the sorting activity)
- Associate a label with a clothes pin
(numbers, addition, subtraction,
multiplication, etc)
- Arrange letters in alphabetical order.
- Arrange numbers in ascending,
descending order.
- Arrange letters to form a worm.
- Indicate the correct answer with multiple
choices.
4.7 Grouping Arrangements
Grouping learners for learning in an inclusive classroom
aims to accommodate diverse learning needs and
promote collaborate among students of varying abilities
Some grouping arrangement include the following
1. Flexible grouping: Pupils are grouped based on
their specific learning needs for a particular task
2. Mixed Ability grouping: Learners with different skills
work together in groups, promoting peer learning.
Cooperation and support across varying abilities.
3. Peer tutoring: pairing learners to support each
other’s learning, with more advance pupils providing
assistance to their peers who may need extra-help
4. Pairs /partners: students work in pairs to complete
assignments, activities or projects.
Customised Assistance
This term refers to tailored ‘’support’’ provided to
individuals, based on their specific needs, strengths
and challenges. It involves adapting teaching
methods, resources, and interventions to meet the
unique requirement of each student, ensuring that
they receive personalised help to optimize their
learning outcomes and over all development.
Peer tutoring and support: Peer tutoring is a
collaborative learning approach where pupils help
each other to learn and master content. it involves
more experienced pupils (peer tutors) assisting their
peers in understanding concepts, completing
assignment and improving study skills.
1- subject preferences: (boys are better at maths and
Peer support on the hand encompasses
emotional, social and academic assistance that peers
offer one another to enhance well-being, confidence,
2- Leadership roles: Boys maybe more readily
and success in and out of the classroom.
Both concepts help promote active learning,
foster positive relationships among students and
improve their performance in school.
4.8 Gender stereotypes in learning situations.
Definition: Gender stereotypes are generalised
beliefs or expectations about characteristics, roles,
behaviours, and attributes that are commonly
associated with individuals based on their gender.
These stereotypes often reflect societal norms
and can impact how individuals perceive themselves
and others, influencing various aspects of life such as
career choices, relationships, and personal
development.
Example of gender stereotypes
sciences while girls excel in language or arts) leading
to gender subject preferences and academic paths.
considered for leadership roles, while girls might face
stereotypes that limit them from such roles.
3- Behaviour expectations: Boys maybe expected to
be more competitive and bolder, while girls might
encounter pressure to be nurturing and passive
4- Career Aspiration/occupational choices
5- Artistic abilities / intelligence and abilities
6- Parenting styles (e.g., the idea that mother is more
nurturing and fathers are more disciplinary)
It is important for learning activities proposed by
the teacher to be gender sensitive. Lessons should
be relevant, interesting and understandable by the
girls and boys in the class. Thus, learning situations
or materials should present girls and women, as well
as boys and men, in a positive and non-stereotype
way.
ASSESSMENT FOR CHAPTER 4
Instructions: Answer the following questions
given reasons for your answer
1- Define inclusive planning.
2- Name three inclusive education strategies
3- a) how would you define a multi-sensory approach
b)-what do you think is the relevance of the multi-
sensory approach in inclusive education
4- name the adaptations that the inclusive teacher
can use in their teaching in order to ease the
learning process for children with disabilities and
those with special educational needs (SEN).
Success Indicators (marking guide)
Questions Answer include points from among the following
(1mk per correct answer)
inclusive planning helps:
- consider all the needs of all learners
- anticipate and effectively consider the adaptations to be
made in the teaching, by specifying them on the lesson plan
(e.g., stating appropriate learning objectives, organisation of
support arrangements such as tutoring, extended duration, well
defined expected results, adapted workload (e.g., number of
exercises), details on adapted instructions etc)
- prepare the necessary materials for the lesson following the
multi-sensory approach.
*First, Define inclusive planning…
 Strategies for inclusive planning include: - Uses a variety of suitable materials (which can be created)
- differentiation - customised example: a mathematical activity consisting in arranging
assistance sticks in increasing
- active learning - peer tutoring - Offers motivating situation for the child
- multi –sensory approach - Allows for adaptation to differences (in abilities, needs,
interests, etc)
- Allows everyone to learn by adapting to different learning
3 a) Learners give a definition containing the words in bold as well as styles, specific needs, etc.
some examples:
It is an approach that multiplies learning input /materials, and The following are the elements that the inclusive teacher can
makes use of adapt based on the abilities of their learners with SEN
- the visual approach (e.g., displays, drawings, images etc) - learning objectives, support arrangements, materials,
- the auditory approach (number rhymes songs, poems, instructions, duration, expected results, quantity,
sound effects etc) assessment methods.
3)b - the tactile approach (manipulation of concrete objects, e.g.,
pebbles, sticks, seeds) CHAPTER 5: INCLUSIVE ASSESSMENT
- the kinaesthetic approach (games dance forming letters in 5.1 The value of failure in learning: Failure is
the air) significant as it provides opportunities for growth,
resilience, and improvement. the importance of failure
Advantages of the multisensory approach in the learning process are,
- Favours the implementation of active learning
1. Failure allow learners to identify their weakness
understand what went wrong and from their mistakes
2. Experiencing failure helps individuals develop
perseverance and resilience
3. Failure encourages individuals to think creatively
explore new ways of doing things and take risks
4. Failure promotes growth mind-set.
5. Its present learners with real-world challenges and
problems that require critical thinking and problem-
solving skills.
6. It helps boast learners’ self-confidence.
Failure and Self Esteem
Self-esteem corresponds to the value that each
person places on themselves, based on the
awareness of their resources and short comings their
ability to overcome obstacles and failures to cored
their mistakes and to find solutions and act.
School plays an important role in self-esteem.
The way adults and learners in school look at
each other can be destructive or constructive to
self-esteem. When a child is stigmatised in school for
their mistakes and differences, they are abandoned to
their difficulty. On the pupil has other hand, if the
school recognises that each pupil has a place and a
path way (full of failures and mistakes as well as
successes) to learn at their own pace, it helps to
restore confidence and self-esteem. Recognising and
valuing the right not to succeed, to make mistakes
and to readjust …means being aware that learning is
a long personal journey.
5.2 The Place of mistake in the Learning process
A mistake is part of the learning process.
Learning is not a linear process. It involves
experiments, trial and error, mistakes, failure….
Mistakes are often considered as a fault in the
learning process. However, it is also a reflection of
the learners’ cognitive activity, of how they have
thought, reasoned, understood etc. analysing
situation is an important step for an inclusive teacher.
By recognising and considering the right to
make mistakes, they create an atmosphere of trust in
which mistakes are no longer stigmatised or
punished, but instead become a component of the
learning process. Mistakes help identify the difficulties
and needs of their learners, to differentiate teaching
approaches, and to assess the process of learners
adequately.
Considering mistakes in a positive way enables
learners to downplay those moments those when
they feel they are a failure, and helps them to
build confidence and self-esteem.
NB: Formative and Summative assessment
Formative Assessment is carried out during the
activity and often based on simple observation, it
enables the teacher and, if possible, the pupil to
understand the nature of the difficulties
encountered, on the basic of the mistake made. It
allows for readjustment adaptation, finding other ways
of understanding etc.
Summative assessment measures learning out
comes and progress at the end of the learning,
e.g., end of year, end of course etc in relation to
the objectives set.
5.3 tailoring assessment to learners’ Abilities
Didactic situation
The day Tamo had 10 on 10 in Mathematics
Tamo is 7 years old and has intellectual disability.
Today he returned from school with a broad smile on
his face, his mother told her neighbours: he showed
me this slate, on the back of which was written: very
good. ‘’10 on 10’’ My son was so happy! I looked at
the slate. He had drawn 3 circles, in the first circle,
Tamo drew 5 stones. In the second circle, he crossed
out 3 of the 5 stones and in the third, he drew only the
two remaining stones. Underneath he wrote the
operation 5-3=2. It was correct!
5 - 3 = 2
Here is what the teacher did to Tamo: To assess his
knowledge of subtraction, the teacher prepared a series
of operations to solve and wrote them on the board.
While the class occupied and solved the operations, the
teacher planned adaptations for Tamo to assess his
knowledge of subtraction according to his individual
abilities
He thus adapted:
- The expected results: Only one operation instead of 5.
- The level of difficulty: A simple question.
- The materials: The teacher provided Tamo with pebbles
and allowed him to use his slate to draw. Tamo was
already used to handing pebbles, and drawing them on
the slate to understand the concept of subtraction and
solve simple subtractions, because this is what he did
(with the help of a tutor) during the lesson on subtraction.
- Thus, by adapting the assessment to his abilities, the
teacher helped Tamo to get a good mark, thus
building his self –confidence in his ability to learn and
to confirm his ability to solve a simple subtraction
operation.
- hinder their writing of the official examination.
- The following are the general recommendations on
5.4 Adapting official examination procedures
It is important for teachers to know the official
requirements of adaptations with regards to official
examination in Cameroon.
At the beginning of each year, a list containing the
practical difficulties they may encounter during
official examination due to their disability, is prepared
and forwarded to the Inspectorates of Basic Education
for onward transmission to competent department, so
that they experience a positive form of discrimination
during examinations, so as to prevent those practical
difficulties.
Example: Pupils with disabilities or SENs
Case 1: A pupil with a severe visual impairment
Case 2: A pupil with motor impairment (legs) in a
wheelchair
Case 3: A pupil with hearing impairment (who lip reads)
Case 4: A pupil with Attention Deficit Hyper activity
Disorder (ADHD)
The above cases have individual difficulties that may
appropriate examination arrangements
- Each pupil with a disability must be able to sit for the
exams and is up to the school to propose appropriate
assessment arrangement based on their needs (extra
time, Braille transcription, reading and writing assistants
during exams, changing exam room, other mode of
response such as orals instead of written etc)
- The essence of flexibilities can sit to ensure that learners
with disabilities can sit for examinations
- Learners and families should inform the school to
discuss any necessary of enrolment in order to discuss
any necessary adaptations to enable the school
anticipate them.
- To adapt the modalities, there is need for prior
discussions with the department in charge of
examination; to obtain their approval.
Make sure that all stake holder (teachers, parents,
head teachers, inspectors, medical staff, educators)
are involved in the search for solutions. Plan ahead,
anticipate, so that you are ready for the exams. Be
flexible.
Assessment for chapter 5
Answer the following questions given reasons for
your answers.
1- Name three advantages of considering mistakes
positively, as part of the learners’ learning process.
2- Name reasonable assessment adaptations to allow
for a fair assessment of all learners
Marking Guide
1- Establish an atmosphere of trust in which
mistakes are not stigmatised as an ‘’offence’’
- Using mistakes as a learning tool makes it possible to
identify learners’ difficulties and needs, to differentiate
teaching approaches and to access learners’ progress
adequately.
- Help build learners’ confidence and self-esteem by
downplaying mistakes, considering them as a normal
part of the learning process.
2- Learners are aware of the importance of
adapting assessment methods and cite at least
3 ways of adapting them, including:
a) Setting on the ground floor or near the black
board
a) Providing sign language interpreters
b) Transcribing the examination questions in
Braille
c) Adding extra time
d) Allowing a reading or writing assistant during
exam.
 e) Choosing other modes of response (oral
instead of written)
CHAPTER 6: INDIVIDUAL ATTENTION ON A CHILD WITH
SPECIAL EDUCATION NEEDS (SEN)
Introduction
This section focuses on the individual attention,
on a child with special education al needs (SEN). I pay
attention to the psychological support and behaviour
management as well as relationship between the school
and the child’s environment, family, socio-medical faculties
and all those who, in the surrounding participate in the
education of the child. this session allows for the discovery
of a specific planning tool and the follow-up of tearing for a
child with SEN. The individualized Education plan (IEP)
a. Psychological Support to Learners
Psychological support refers to the provision of
emotional, mental and social assistance to individuals
experiencing psychological distress, challenges or
difficulties. Its objective is to help, to listen, to build
self-esteem, to find solutions to solving problems,
help individuals cope with stress, trauma, mental
health issues, improve overall quality of life.
Stages of psychological support
1. Assessment: understanding the individual needs
concerns, strengths, and areas requiring support.
2. Goal setting: collaboratively set realistic and
achievable goals for the support process.
3. Intervention: implementing appropriate strategies
and techniques to address the psychological
needs identified.
4. Monitoring and evaluation: regularly assessing
progress, making adjustments as need, and
evaluating the effectiveness of the interventions
5. Closure and follow –up: concluding the support
process, proving closure and establishing plans
for future support if required.
Rules for Psychological Support for Children
with Disabilities and SEN
1. Individualize Approach: Tailor support to meet
each child’s unique needs, capabilities and
challenges.
2. Empathy and understanding: show empathy, Psychological support to girls should preferably be
patience, and understanding towards the child’s provided by female teachers or if there are no
experiences and emotions female teachers in the school, if possible, by
3. Collaboration: Involve parents, caregivers, respected and trusted women from the
teachers and other professionals in the support community. many issues are indeed specific to
process for a comprehensive approach. girls and women and cannot be easily discussed
4. Positive reinforcement: Encourage and praise in mixed groups or with a male adult. For
the child’s efforts and progress to boast self- example, issues related to sexual harassment,
esteem and motivation rape, molestation, female circumcision, shyness
5. Consistency: maintain consistent communication that leads to a loss of interest in education.
routines, and strategies to provide a structured b. Behavioural Management
and predictable environment.
The inclusion champions handbook, designed in
6. Respect and dignity: Treat the child with respect,
Cameroon by sightsavers since 2018, suggest the
dignity and inclusivity, acknowledging their rights
following behaviours on proactive or reactive class
and promoting autonomy
management:
7. Continuous learning: stay informed about the
child’s condition, advancement in support Proactive Classroom Management: It means that in your

techniques and individualised approaches to you create conditions necessary for good behaviour among

enhance support effectiveness. learners. Proactive classroom management reduces indiscipline

Gender sensitive approach to psychological in the classroom.

support
Reactive Classroom Management: it refers to the way in
which teachers respond to learners’ misbehaviour. we often talk
of discipline
c. Preparation of an Individualized Education Plan
(IEP): it is a personalised program developed for
students with special Education Needs.
Benefits of an IEP.
1. The IEP is an important means for the teacher to
better consider, monitor, and evaluate
progress of children with disabilities and SEN.
2. The IEP allows for a good relationship between
the teacher and the parents: the latter are indeed,
except in exceptional case, the child’s best
experts can provide important information on what
their child knows or likes to do, which makes it
possible to set the most appropriate learning
objectives. This good relation between the school
and the family makes the child feel secure.
3. The IEP creates a dynamic around the pupil
and promote collaboration among stakeholders,
which provides support to the teacher. E.g.
inclusive school teachers can provide a lot of
information about a child’s disability and adapted
pedagogy; the head teacher can turn to NGOs or
medical social services for medical treatment etc)
4. The IEP helps the pupils to know precisely
what learning objectives are expected of him
or her, and to measure progress
6.3. An Individual Education Plan (Iep)
the
An Individualized education plan (IEP), is a personalized
program developed for learners with special education needs. It
outlines the specific educational goals, learning objectives,
support services and accommodations tailored to meet the
unique needs of each learner.
It is designed collaboratively by a team that includes teachers,
parents, school administrators and special education
professionals to ensure that the learner receives the necessary
assistance to succeed academically and address any
challenges they may face due to disabilities or other learning
differences.
 STUDENT

SPECIAL
EDUCATION
REGULAR
TEACHER(S)
EDUCATION
OR PROVIDER
TEACHER
IEP
A PERSON TEAM TRANSITION
WHO CAN SERVICES
INTERPRETE AGENCY
EVALUTION REPRESENTAT
OTHERS WITH SCHOOL SYSTEM
KNOWLEDGE
REPRESENTATIVE
ABOUT CHILD

Learners Individualized Education Plan Team. PARENTS

AN IEP TEMPLATE
 1. Accurate when tested at random on three separate
occasions.
Name: TAMO AARON
2. Use number bonds to answer sums accurately on three
Class: 2
separated occasions.
Area of concern: Literacy, Math, Behavior. 3. Achieved on 6 out of 10 occasions over a period of a
Started date: March, 2024 week.
4. Achieved on 4 occasions.
Class teacher: BEWAMBA VERONICA
POSSIBLE RESOURCES AND TECHNIQUES
Review date: June, 2024
1. Wooden / plastic letters, phonic workbooks, card games,
Supported by: Interest group
computer programs, tracking, dictation.
Support began: Oct, 2024
2. Addition games e.g., bingo, snap, dice games. List of
Proposed support: Twice a week number bonds for reference, textbooks and worksheets.
3. Clear expectations of behavior at story time / discussion
time. Reward chart.
TARGET TO BE ACHIEVED 4. Open ended questions
POSSIBLE STATEGIES TO USE IN CLASS
1. To read and spell C-V-C words with vowel sounds “o”
and “a”. 1. Encourage Aaron to write the sounds he hears in a
2. To understand and use number bonds to 10. spoken word and to read C-V-C words accurately.
3. To sit still on the desk during class / group work. 2. Set verbal and written questions for practicing using
4. To give verbal answers of more than a word. number bonds. Provide apparatus for support if needed.
ACHEIVMENT CRITERIA
 3. Minimize the time spent sitting still at first, gradually build
up. Seat Aaron away from distraction.
4. Question and answer sessions. Encourage full sentence
answers.
IDEAS FOR SUPPORT TEACHER / ASSISTANT
1. Use multisensory methods for teaching C-V-C words. Set
rhyming activities.
2. Provide practical activities to practice number bonds.
E.g., find different ways of splitting 10 objects.
3. Look at the reward chart with Aaron.
achievement.
4. Use individual discussion.
PARENTS / CAREGIVERS NEED TO:
- Make sure that words sent home are practiced.
- Use money to add up to 10p.
- Encourage Aaron to speak in whole sentences.
- Try to apply spellings he has learned to his own written
words
- Try to sit still
- Try to speak in whole sentence
Example of IEP: Copy of parents /teacher /support /file.
6.4 Collaboration with The Family
The first step in engaging families to collaborate with the school
is to create a positive climate
where families feel welcomed, respected, trusted, heard
and useful in the teaching process.
Praise
Creating a welcoming and friendly environment, providing
support to families, facilitating access to information and
consultation, are among the most frequent recommendations
for the implementation of a more inclusive school and society
involving parents and the community.
The Teacher may;

- Organise parent / teacher meetings (regularly and / or at

the request of parents or teachers).
STUDENTS NEEED TO:
 - Work with parents to design, implement and review the
individual education plan (IEP).
- Value parents as partners and clarify the role they can
play in their child’s education (in relation to the IEP).
- Create a liaison or contact book, in which the teachers
and a family member note down assignments to be done
with parents, daily events at school, or in the family. etc.
- Meeting with parents, if possible, fathers and mothers
together and once a quarter with other partners (medical,
social, educational, etc.) to discuss progress and
challenges.
- Visiting the child and parents at home.
are stake holders and actors who support the implementation of
inclusive education.
Head teachers, principals, colleagues, mobile teachers,
specialized teachers, championing inclusion etc. are people
within the school to whom we can turn for help for the inclusion
of a pupil with disabilities. or with SEN.
It is important to note that each learner in an inclusive
classroom / school can play the role of an education staff
trained in inclusive education to raise awareness among their
colleagues, and to encourage school administrators and staff to
engage on an inclusive school project.

IDENTIFICATION OF THE ROLE OF INCLUSIVE

COLLABORATION WITH LOCAL STAKEHOLDERS EDUCATION ACTORS

Inclusive education is everyone’s business, it is the foundation 1. Association of people with disabilities: they can
of a project to build a more inclusive society. engage in identifying children with disabilities and raising
parents’ awareness to send them to school,
Parents Associations, peer support groups, associations of
psychological support for parents of learners with
people with disabilities, public schools or special education
disabilities. Etc.
centers, health centres, NGOs, political infrastructures, religious
2. Parents-teachers-association or school management
groups, sports clubs, transport companies, shops, council etc.
committees: they may also engage in identifying
 children with disabilities and raising parents’ awareness
of the need to send them to school, providing
psychological support to parents of learners with
disabilities.
3. Medical and social services: They can provide social
and follow-up for sick learners or those with disabilities.
They can also participate in the following actions:
Community education: educate the community on the
causes and prevention of disabilities.
Early detection: Early detection of disabilities and the
development of early intervention plan for children.
Child development: Design exciting programs for children
with specific disabilities and work with parents and
kindergarten teachers to implement.
Teacher training: Participate in teacher-training courses for
example: teacher training on disabilities screening and
management of specific disabilities in the classroom and in
school.
Designing IEPs: Contribute to the elaboration
implementation and review of individual education plans,
advice families and teachers on technological aids and
devices that can be used to overcome / reduce the child’s
difficulties-for example, advising on mobility or visual aids.
Provision of resources and advice on the use,
maintenance and storage of equipment.
4. Local councils and officials: can help to look for
children who do not attend school, look for ways to
improve the accessibility of premises, find appropriate
equipment etc.
5. Sport clubs can offer inclusive sports session and
integrate learners with disabilities.
6. A carpentry workshop can help with the fabrication of
inclusive materials (chairs etc)
7. Churches and mosques: can support the poorest
families and help socially-excluded learners to attend
school.
8. Farmers: can support the poorest children by supplying
the school with their surplus fruits or vegetables.
9. NGOs (Non-Governmental Organization) can raise
community awareness on the importance of inclusive
education, provide technical aids to children with
 disabilities (wheelchairs, hearing aids, corrective lenses,
etc.) or in classes where there are children with
disabilities (teaching materials, etc.).
INCLUSION PARTNERS WITHIN THE SCHOOL
1. The Head Teacher and Teaching Staff: the head
teacher is responsible of organizing meetings with the
teaching staff to ensure adequate follow up of learners
with disabilities or SEN. He or she is also responsible for
the circulation of information between all the actors
earing for these learners.
2. Colleagues: It is important to find support, to share
difficulties and resources, experiences in the area of
inclusion etc.
3. Pedagogic Inspectors and Supervisors: They can
support teachers by building their capacities during class
visits, or during pedagogical days as part of in-service
training sessions.
ASSESSMENT QUESTIONS FOR CHAPTER 6
Read the case study below carefully and answer the
questions:
1. Describe how you will engage parents in their child’s
educational projects. Give details for the arguments you
will use
2. A) Identify three learning objectives that you will include
in am IEP.
B) In your opinion, what are the advantages of an IEP.
3. Name three local actors that you could encourage to
support and promote the inclusion of these pupils?
CASE STUDY: Prudence 10 years old, has cerebral palsy. Her
intellectual faculties are intact but as a result of her physical
appearance her poor elocution she is rejected by other
learners.
During break, her classmates do not play with her. When she is
in difficulty, no one helps her except her teacher. During
lessons, she never asks questions and does not like to be
questioned or to go to the board. However, she often gets the
right answers, and her exercises are usually correct. She just
needs extra-time to work as her movements are slower due to a
disorder in the coordination of the movements of her upper
limbs (arms and hands). Her mother says that she often cries
when she comes home from school, and that she is often very
tired.
MARKING GUIDE.
1)Learners are aware of the importance of knowing and
engaging parents in the inclusive education project. They cite
means such as:
-Building an atmosphere of trust.
-Welcoming and respecting families, listening to them.
-Valuing parents as partners and clarifying the role they can
play in their child’s education, organizing regular meetings.
-Creating a liaison or contact book.
-Meeting with family members (if possible both parents) to
discuss progress and challenges.
-Visiting the child and parents at home.
2. a) Learners cite at least 2 of the following objectives
-An objective related to the psychological support that the
teacher will use to ensure that prudence is accepted by the
other learners.
-An objective related to adapting the modality (more time for
exercises, etc.).
-A learning objectives (e.g., exercises on fine motor skills to
help her improve her gestures to improve her hand writing etc.).
b) Learners cite at least 2 of the following advantages of
IEP
- Enables the teacher to better consider, monitor and
assess the progress of learners with disabilities and SEN
- Helps to maintain the relationship between the teacher
and the parents
- Create a dynamic around the pupil and favours
collaboration between stakeholders, thus providing
support to the teacher
- Helps the pupil to know his or her learning objectives and
to measure progress made
3.Learners are aware of the importance of engaging
political, health and social actors in the pupils
 Inclusive Education project and name at least 3 of well-being of all children, including those with special Education
the following partners: needs (SEN).
- Council or NGO: To obtain adapted furniture or to
create a resting area, etc
- Health services: For medical attention, physiotherapy or REFERENCES

occupational therapy to relieve fatigue and pain, improve
motor skills
- Parents Association or School Management
Committees, Association of people with disabilities:
To assist parents raise awareness of other learners etc.
CONCLUSION
Inclusive Education is a universal mission as well as that of the
state of Cameroon. It contributes to the enhancement of human
dignity regardless of the disability. Knowledge gained from this
piece of work will help to respond to the needs to improve on
the supervision of persons with disability or SEN and fill the gap
in our education context.
- Teachers Training Guide titled ‘’ Inclusive Education for
children with disabilities’’ sight savers (2018) Volumes 1
and 2,
- Cast /until learning has no limits, 2024,
- Leonard Chesire (2019) Inclusive Education for persons
with disabilities- Are we making progress? Every Learner
matters.
- Joint circular letter N° 283/07/LCC/MUINESEC/MINAS of
14 August 2007.

It will equally help student teachers, teachers and school

administrators to develop specific skills to better ensure the