Comparative study of the determinants of the effectiveness of educational policies of inclusion in France and Cameroon from the point of view of teachers
Résumé
Considering the fact that inclusive education is an international recommendation (UNESCO, 2008; 2006; 2000; 1994); Framework for Action on Education for All, (2000); Millennium Development Goals (2000), Convention on the Rights of Persons with Disabilities (2006)) , educational policies, both in the countries of the North and those in the South , more or less clearly take into account the educational needs of certain groups including children with disabilities. Considering also that teachers appear as key role players in the success of inclusive education related to children with disabilities (Asrat Dagnew, 2013), (Ngo Mélha, 2013; 2011), ( Kabano , 2001); Bothma M. & al.,2000) , it is judicious to look at factors that determine , from the teachers point of views , the effectiveness of such policies that are imposed to them. The model of planned behavior of Ajzen (1991), which is one of the psychological models used to study the determinants of behavior (beliefs, attitudes and intentions) of individuals (facing the adoption of a instruction, a habit, a change) is adapted and used as a theoretical model to study the data collected through questionnaires, multivariate analysis is used to test the research hypotheses. This paper aims at presenting the results of a nearing completion research conducted in France and Cameroon.
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