Functionality of The Living Environment and Schooling For Visually Impaired Children At The Louis Braille Inclusive Bilingual Primary School
Year: 2024
Type: article
Abstract: The aim of the study was to analyse the features of the living environment that interfere with the schooling of visually impaired children at the Louis Braille Inclusive Bilingual Primary school in Yaounde (LBIBPSY). As part of an inclusive education, these learners, during their schooling, will have to cope with the demands and offers of their school microsystem. However, the rigour of the school environment, its fixity and indifference are sometimes a source of discomfort and intense suffering. Anything that makes possible the idea that the onset of disability constitutes a break-In, a shock, a tear in the school envelope, which must play its role as a container, a boundary and a forum for exchange, protection and continuity. The research is a case study carried out with four subjects, including two visually impaired pupils and two teachers. The results reveal that the schooling of visually impaired children is better when: the scopic framework is more flexible, the transitional space plays its full role and the topical space is more favourable.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4404199374