The Vitality of the Braille in Enabling Inclusion for the Visually Impaired in Regular Secondary Schools in the North West Region of Cameroon

Abstract

The inclusion of the visually impaired in regular schools necessitates that braille is provided to them. Nonetheless, there is a likelihood or possibility in actuality for the visually impaired not being included in the learning that goes on in the regular secondary schools unless appropriate measures are taken to ensure their inclusion. This article which is an excerpt of an ongoing qualitative research in the North West region of Cameroon examines the braille provisioning in regular secondary schools, the approaches used in the provision of this resource and the appropriate measure to fully include the visually impaired. An examination of the braille, the appropriate measures to fully include the visually impaired leaves the conclusion that there is a prospect and likelihood for the visually impaired to be educated in regular secondary schools and that it is important for the regular schools in Cameroon to build on the existing provisioning of the braille. This is owing to the fact that this resource in actual fact is however what is currently available and also the working initiative in the education of the visually impaired. Index