Challenges of school inclusion for hearing-impaired children
Observations of teaching practices and relational climate. Burkina Faso
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The implementation of education policy in Burkina Faso is currently marked by the generalization of the inclusive education (IE) approach, which consists in encouraging the admission and pedagogical support of children with disabilities (E.S.H.), in ordinary classes. While so-called "normal" children are accepted and involved in learning, this is not always the case for those suffering from deficiencies, particularly hearing-impaired children (E.D.A.). The aim of our research is to measure the impact of teachers' pedagogical practices in classrooms for children with hearing impairments. We sta...
The implementation of education policy in Burkina Faso is currently marked by the generalization of the inclusive education (IE) approach, which consists in encouraging the admission and pedagogical support of children with disabilities (E.S.H.), in ordinary classes. While so-called "normal" children are accepted and involved in learning, this is not always the case for those suffering from deficiencies, particularly hearing-impaired children (E.D.A.). The aim of our research is to measure the impact of teachers' pedagogical practices in classrooms for children with hearing impairments. We start from the hypothesis that the pedagogical practices used in ordinary schools for children with hearing impairments are not conducive to their inclusion in school. The results of the data collected invalidate our hypotheses, as the vast majority of teachers and students make multiple efforts to involve EDA in learning activities. However, shortcomings were identified, and suggestions were made to all stakeholders for improving the inclusion of ADE in schools.
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