Educating Linguistically Handicapped Pupils in Cameroon:Stakes and Challenges

Enow Parris Cecilia Bechem


This paper centres on evaluating the education of linguistically handicapped pupils (deaf) in two specialized institutions in the Southwest region of Cameroon. It is an analysis of the education carried out in specialized institutions for the deaf in providing them with basic education so as to meet the EFA goals and to attain the objectives of development for the millennium. With the conviction that education is crucial for their development, Ephphata Institute for the Deaf (EID) Kumba and Buea School for the Deaf (BSD) institutions are examined to assess teaching programmes offered to these children. Analysis proved that these points are relevant for effective teaching to take place: A curriculum which is relevant and can be adapted to provide quality education in order to increase participation in schooling and improve the quality of the education provided. Training which will improve teachers’ skills so that they can best perform their functions. This descriptive survey made use of a questionnaire, an observation guide, interviews, and checklist. The sample of the study was 12 teachers and 130 pupils purposively selected from the two schools under investigation. The self-delivery method was used to collect data. Data analysis was descriptive with the use of frequency counts and percentages. The findings revealed that the national curriculum was rigid and extensive for teachers (75%). The most important challenge the teachers faced was on how to adapt curriculum contents (83%). Solutions to these problems are proposed.

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