Cameroon is determined to provide quality education to all its population. Since Cameroon signed the agreement to grant access to quality education, many special schools for the deaf were established. One of the challenges faced today in Cameroon is educating linguistically challenged pupils in special schools. This paper centres on evaluating the education of linguistically handicapped pupils (deaf) in two specialised institutions in the Southwest region of Cameroon. It is an analysis of the education carried out in specialised institutions for the deaf in providing them with basic education so as to meet the EFA goals and to attain the objectives of development for the millennium. With the conviction that education is crucial for their development, Ephphata Institute for the Deaf (EID), Kumba and Buea School for the Deaf (BSD) institutions are examined to assess teaching programmes offered to these children. Analysis proved that these points are relevant for effective teaching to take place: A curriculum which is relevant and can be adapted to provide quality education in order to increase participation in schooling and improve the quality of the education provided. Training which will improve teachers’ skills so that they can best perform their functions. Reigeluth’s Instructional Design Theory was discussed to understand how educational programs and instructional materials need to be developed. This descriptive survey made use of a questionnaire, an observation guide, interviews, and a checklist. The sample of the study was 12 teachers and 130 pupils purposively selected from the two schools under investigation. The self-delivery method was used to collect data. Data analysis was descriptive with the use of frequency counts and percentages. The findings revealed that the national curriculum was rigid and extensive for teachers (75%). The most important challenge the teachers faced was how to adapt the curriculum content (83%). To support the teaching and learning process, they needed to enhance teaching through such activities as modifying, adding or deleting content, reorganising content, addressing omissions, managing limited time to complete tasks and maintaining children’s attention during lessons. Deaf education has its specific didactic strategies which should be explicitly described and codified for use where needed. This study therefore suggests that teachers be empowered with skills in order to make learning possible and also to improvise by developing various kinds of handmade learning materials in order to improve the overall quality of deaf education in Cameroon.
Author(s) Details
Enow
Parris Cecilia Bechem
Department of Linguistics and African Languages, Faculty or Arts,
The University of Bamenda, Cameroon.
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see the book here:- https://doi.org/10.9734/bpi/nicass/v3/2854
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