Educación inclusiva, un desafío a asumir en el sistema educativo camerunés
Barra lateral del artículo
Contenido principal del artículo
DOI:
https://doi.org/10.17979/digilec.2025.12.11781Resumen
El objetivo de este estudio es desvelar o resaltar los desafíos que enfrenta el sistema educativo camerunés con respecto a la educación inclusiva desde perspectivas pedagógicas, en el aprendizaje cooperativo, la calidad de la educación, la ética social y el desarrollo escuela en nuestras diferentes regiones.
Basada en el principio de igualdad de oportunidades y en los valores humanos de equidad y respeto por las diferencias, la educación inclusiva se centra en «cómo transformar los sistemas educativos y mejorar la calidad de la educación en todos los niveles y en todos los contextos, a fin de dar cabida a la diversidad de los educandos y promover el éxito escolar» (UNESCO, 2008). Se prescribe como un mandato internacional sea cual sea el contexto, e implica un cambio de paradigma en el que las condiciones de éxito dependen de la capacidad de la escuela para adaptarse a la diversidad del público al que sirve (Dyson et al., 1999, Plaisance et al., 2007). La situación actual nos lleva a cuestionar su apropiación y a reflexionar sobre los mecanismos definidos y puestos en marcha para acoger y apoyar a los alumnos con discapacidad en su escolarización en Camerún.
Esta investigación tiene como objetivo resaltar los desafíos (de recursos, de actitudes, creencias, percepciones y educativos…) que enfrenta el sistema educativo camerunés en el contexto de la escuela inclusiva. Este estudio es exploratorio y utiliza datos cuantitativos y cualitativos (mixtos). El enfoque analítico es constructivista. Se agrupan en torno a un enfoque pedagógico de la educación y utilizan varios métodos de recopilación de datos, todos dentro de un paradigma cualitativo y cuantitativo.
Palabras clave:
Fuente de financiación:
Detalles del artículo
Referencias
Ahonen, A. K. (2021). Finland: Success through equity—The trajectories in PISA performance. In N. Crato (Ed.), Improving a country's education: PISA 2018 results in 10 countries (pp. 121–136). Springer. https://doi.org/10.1007/978-3-030-59031-4_6
Battaglia, G., Giustino, V., Tabacchi, G., Alesi, M., Galassi, C., Modica, C., Bellafiore, M., Bianco, A., & Palma, A. (2020). Effectiveness of a physical education program on preschoolers' motor and pre-literacy skills from the training-to-health project: A focus on weight status. Frontiers in Sports and Active Living, 2, Article 579421. https://doi.org/10.3389/fspor.2020.579421
Benner, G. J., Strycker, L. A., Pennefather, J., & Smith, J. L. M. (2022). Improving literacy for students with emotional and behavioral disorders: An innovative approach. Teacher Education and Special Education, 45(4), 331–348. https://doi.org/10.1177/08884064211060878
Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self‐efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81(1), 78–96. https://doi.org/10.1348/2044-8279.002004
Carpenter, T. P., & Franke, M. L. (2010a). Cognitively guided instruction in early mathematics education: An exploratory study. Journal of Mathematics Teacher Education, 13(1), 3–20. https://doi.org/10.1007/s10857-009-9124-1
Carpenter, T. P., & Franke, M. L. (2010b). Supporting English language learners in mathematics classrooms. Teaching Children Mathematics, 16(8), 476–483. https://doi.org/10.5951/TCM.16.8.0476
Carter, A. S., Briggs‐Gowan, M. J., & Davis, N. O. (2004). Assessment of young children's social‐emotional development and psychopathology: Recent advances and recommendations for practice. Journal of Child Psychology and Psychiatry, 45(1), 109–134. https://doi.org/10.1046/j.0021-9630.2003.00316.x
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE.
Genlott, A. A., & Grönlund, Å. (2013). Improving literacy skills through learning reading by writing: The iWTR method presented and tested. Computers & Education, 67, 98–104. https://doi.org/10.1016/j.compedu.2013.03.007
Greven, C. U., Lionetti, F., Booth, C., Aron, E. N., Fox, E., Schendan, H. E., Pluess, M., Bruining, H., Acevedo, B., Bijttebier, P., & Homberg, J. (2019). Sensory processing sensitivity in the context of environmental sensitivity: A critical review and development of research agenda. Neuroscience & Biobehavioral Reviews, 98, 287–305. https://doi.org/10.1016/j.neubiorev.2019.01.009
Hortigüela-Alcalá, D., Hernando-Garijo, A., Pérez-Pueyo, Á., & Fernández-Río, J. (2019). Cooperative learning and students' motivation, social interactions and attitudes: Perspectives from two different educational stages. Sustainability, 11(24), Article 7005. https://doi.org/10.3390/su11247005
Kraus, N., & White-Schwoch, T. (2015). Unraveling the biology of auditory learning: A cognitive-sensorimotor-reward framework. Trends in Cognitive Sciences, 19(11), 642–654. https://doi.org/10.1016/j.tics.2015.08.017
Mitsea, E., Drigas, A., & Mantas, P. (2021). Soft skills & metacognition as inclusion amplifiers in the 21st century. International Journal of Online & Biomedical Engineering, 17(4), 51–66. https://doi.org/10.3991/ijoe.v17i04.21281
Myrberg, E. (2007). The effect of formal teacher education on reading achievement of 3rd‐grade students in public and independent schools in Sweden. Educational Studies, 33(2), 145–162. https://doi.org/10.1080/03055690601068311
Official documentation and reports
Martin, M. O., Mullis, I. V. S., & Kennedy, A. M. (2007). Progress in International Reading Literacy Study (PIRLS): PIRLS 2006 technical report. International Association for the Evaluation of Educational Achievement.
Ministry of Education. (2023). National assessment results for elementary education in Israel 2022–2023. Israel Ministry of Education.
Mullis, I. V. S., Martin, M. O., Foy, P., & Drucker, K. T. (2012). PIRLS 2011 international results in reading. International Association for the Evaluation of Educational Achievement.
OECD. (2021). Beyond academic learning: First results from the social and emotional skills survey. OECD Publishing. https://doi.org/10.1787/92a11084-en
Paolini, A. C. (2020). Social emotional learning: Key to career readiness. Anatolian Journal of Education, 5(1), 125–134.
Sands, D., Trudeau, N., & Bryson, S. E. (2015). Sensory play and language development in young children. Journal of Early Childhood Research, 13(2), 143–153. https://doi.org/10.1177/1476718X14548783
Squires, J., & Twombly, E. (2002). Ages & stages questionnaires: Social-emotional. Paul H. Brookes Publishing.
Voskoglou, M. G., & Buckley, S. (2012). Problem-solving and computational thinking in a learning environment. arXiv. https://arxiv.org/abs/1212.0750
UNICEF. (2023). Social and emotional learning in education. United Nations Children's Fund.
Western Governors University. (2020, May 7). How social learning theory works in education. https://www.wgu.edu/blog/guide-social-learning-theory-education2005.html