Effective Inclusion of Learners with Hearing Impairment in Cameroon: Ways to Implement Sign Language Interpreters in Higher School Institutions

2026-06-19T09:08:08+00:00

Inclusive higher education remains a fundamental requirement for ensuring equitable access to learning opportunities for all students, including those with disabilities. Despite Cameroon’s commitment to international and national frameworks promoting inclusive education, learners with hearing impairment continue to encounter substantial communication barriers within higher education institutions. This study examines effective strategies for implementing sign language interpreter services as a means of enhancing the inclusion of learners with hearing impairment in higher school institutions in Cameroon. Guided by a qualitative descriptive research design, the study involved five students with hearing impairment, four academic staff members, and four university administrators purposively selected from four higher education institutions. Data were collected through structured interviews and classroom observations, and analyzed thematically. The findings reveal a critical shortage of qualified and professional sign language interpreters, inadequate institutional support structures, weak enforcement of disability policies, and the absence of dedicated funding for communication accessibility services. Results further indicate that the lack of interpreter services contributes to academic underperformance, social isolation, and increased financial burdens on students who are compelled to secure interpretation services independently. The findings also expose a significant gap between legal provisions guaranteeing educational rights and the actual experiences of learners with hearing impairment in higher education. The study concludes that the inclusion of learners with hearing impairment in Cameroon’s higher education system remains largely symbolic rather than functional. It recommends the institutionalization and professionalization of sign language interpreting services through dedicated government funding, interpreter training and certification programs, implementation of inclusive pedagogical practices, and stronger collaboration with Deaf organizations.

ANALYSE CRITIQUE DES TECHNIQUES D’ENSEIGNEMENT ET D’APPRENTISSAGE DANS QUELQUES ECOLES PRIMAIRES DE BUTEMBO SELON LES DISCIPLINES SPECIFIQUES

2026-07-03T08:59:11+00:00

This study critically analyzes teaching and learning techniques in some primary schools in Butembo according to specific disciplines. The main objective is to identify the different pedagogical techniques used by teachers in the main disciplines and compare the pedagogical practices used in different disciplines and techniques provided for by the doctrinaires of didactics. Direct observation supported by interviews was carried out in 5 primary schools located in the city of Butembo: EP TSAKAATSAKA, EP MGR KAHONGYA, EP. KAMUSONGE, EP. MATER ECCLESIAE, EP VIVACITY. The results show that teachers vary the techniques with a dominance of traditional methods, such as lectures, repetition, memorization. As a result, there was little learner-centeredness because the techniques used did not encourage active student participation. Learning is then passive, with little group work and interactive approaches.

IJO - International Journal of Educational Research (E.ISSN: 2805-413X) (P.ISSN: 2536-6696)

Effective Inclusion of Learners with Hearing Impairment in Cameroon: Ways to Implement Sign Language Interpreters in Higher School Institutions

ANALYSE CRITIQUE DES TECHNIQUES D’ENSEIGNEMENT ET D’APPRENTISSAGE DANS QUELQUES ECOLES PRIMAIRES DE BUTEMBO SELON LES DISCIPLINES SPECIFIQUES