The Cameroon government have not enforced Full-service schools to provide quality education to all learners through flexibility to meet the full range of learning needs. Full-service schools are institutions that strive to transform themselves, proactively addressing the barriers to learning and increasing participation of the learners and educators in the teaching and learning process. This can be achieved by enhancing the flexibility of teaching and learning methods used. This conceptual and policy paper therefore focused on the school environment used in inclusive classrooms to accommodate diversity. The appropriateness, adequacy and ease of use of the physical infrastructures were assessed using domains like height, Width space, Lay-out or arrangement, flexibility, slope/ gradient, smoothness, level or flat, non-slip, designated spaces, safety, adaptations, signage, easy to read or use, shape, clear of obstacles, alternative entrance, bridging differences in surface levels, outward-swinging and taking part. The study basic pre-supposition was that inaccessible physical infrastructure was one of the major barriers that hindered the performance of students with disabilities in schools in Cameroon. Different physical infrastructures were assessed including furniture, classrooms, Pathways, Parking, Ramps, Entrances, Handrails, Furniture, toilets, bathrooms, Accessories and controls, Signs, playfields, Doors, Corridors Benches, chairs, tables, bookshelves, entrances safety guards/ rails etc. some recommendations were advanced for policy implementation to improve the school/learning environment of all schools as a strategy to meet the diverse needs of every student in an inclusive educational setting
Development, Inclusive Education, Cameroon and School Environment
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