Social representations of stakeholders and inclusive education of learners with special educational needs at the Inclusive Pilot Public School of Yaoundé

This study revolves around the theme of social representations of stakeholders and the inclusive education of learners with special educational needs in Cameroon, based on the situation of learners at the Inclusive Pilot Public School of Nkolndongo in Yaoundé. In terms of inclusion, a serious challenge emerges from the field due to insufficient teacher training and the non-compliance of educational infrastructures with specific standards for persons with disabilities. Based on this observation, the main research question is: Do the social representations of education stakeholders have an impact on the inclusive education of learners with special educational needs at the Inclusive Pilot Public School of Nkolndongo? The inferential analysis of the data confirmed a real impact of attitudes, prejudices and stereotypes on the learners. It follows that the implementation of this educational form requires the elimination of degrading behavioral barriers towards learners with disabilities through teacher training on disability issues and the infrastructural redevelopment of schools.