Socio-Environmental Accessibility in Inclusive Schools in Buea Municipality by Students with Special Needs
DOI:
https://doi.org/10.58425/ijpce.v4i1.307Keywords:
Accessibility, socio-environmental accessibility, assistive devices, inclusive schools, special needsAbstract
Aim: The study sought to investigate socio-environmental accessibility in inclusive schools in Buea Municipality, Cameroon, emphasizing students with special needs. To accomplish this, the percentage of inclusive schools that fulfill accessibility requirements for students with physical, sensory, and cognitive disabilities, the accessibility and use of assistive technology and learning resources tailored to diverse students' needs, and the degree of preparation and assurance of educators in applying inclusive teaching methods were investigated.
Methods: Four major theories were employed to support the research. This study was conducted in four distinct inclusive schools in the Buea Municipality. A random sampling procedure was utilized to recruit a sample of 80 students with various types of disabilities, 20 from each school. A mixed-methods research design was used, combining quantitative and qualitative data. Data was collected through a questionnaire and interview guides and expressed using percentages and frequencies.
Results: The study found that most respondents recognized that inclusive schools in the Buea Municipality of Cameroon meet accessibility requirements for students with disabilities. Many interviewees stated that inclusive schools in Buea Municipality have suitable assistive technology and learning tools. Also, respondents agreed that inclusive schools in Buea Municipality lacked suitable assistive technology and learning tools. Respondents agreed that educators' preparation and assurance using inclusive teaching approaches were appropriate. Other respondents believed that educators' preparation and confidence in utilizing inclusive teaching approaches were inadequate.
Conclusion: Well-structured professional development activities greatly improve instructors’ readiness to apply inclusive practices, improving student engagement and learning results.
Recommendation: Immediate legislative changes and investments in school infrastructure is needed to ensure that all students can thrive in an inclusive learning environment.
Keywords: Accessibility, socio-environmental accessibility, assistive devices, inclusive schools, special needs
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