6533b86ffe1ef96bd12ccf44

RESEARCH PRODUCT

Égalité des chances à l'école et politiques éducatives d'inclusion en Afrique sub Saharienne : de la rhétorique à la réalité pratique

subject

description

This paper provides an analysis of the relationship between educational policies of inclusion in Sub-Saharan Africa and school achievement in relation to learners with disabilities. The principle of equal opportunity at school requires the definition of a common framework and the establishment of systems to provide different responses to the difficulties and disadvantages of any kind. Inclusive education is presented as a form of education that could take into account the diverse needs of all learners. We present its different theoretical mechanisms and the limits of its effective implementation in the context of sub Saharan Africa. The results show that despite the existence of a national policy announced in favor of educating children with disabilities, many challenges lie in its effective implementation, including training of teachers and the support staff to take charge of certain types of disabilities. These elements lead us to conclude that if the educational policies of inclusion in the plans of educational development of the country are of equal opportunity, it remains a myth from reality locally.