IJSSER

Title: Functionality of The Living Environment and Schooling For Visually Impaired Children At The Louis Braille Inclusive Bilingual Primary School
Authors: MOTE Adolf , MBAME Jean-Pierre , MOABEL BADJEL NOELLINE and MGBWA Vandelin
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MOTE Adolf1 , MBAME Jean-Pierre2 , MOABEL BADJEL NOELLINE3 and MGBWA Vandelin4 1. Lecturer, National Institute of Youth and Sports, Yaounde, Cameroon, PhD in Clinical psychology 2. PhD in Social Psychology, University of Ngaoundere, Cameroon 3. National Institute of Youth and Sports, Yaounde, Cameroon 4. Full Professor, University of Yaounde 1, Clinical Psychology, Cameroon
MLA 8 Adolf, MOTE, et al. "Functionality of The Living Environment and Schooling For Visually Impaired Children At The Louis Braille Inclusive Bilingual Primary School." Int. j. of Social Science and Economic Research, vol. 9, no. 10, Oct. 2024, pp. 4058-4070, doi.org/10.46609/IJSSER.2024.v09i10.003. Accessed Oct. 2024. APA 6 Adolf, M., Jean-Pierre, M., NOELLINE, M., & Vandelin, M. (2024, October). Functionality of The Living Environment and Schooling For Visually Impaired Children At The Louis Braille Inclusive Bilingual Primary School. Int. j. of Social Science and Economic Research, 9(10), 4058-4070. Retrieved from https://doi.org/10.46609/IJSSER.2024.v09i10.003 Chicago Adolf, MOTE, MBAME Jean-Pierre, MOABEL BADJEL NOELLINE, and MGBWA Vandelin. "Functionality of The Living Environment and Schooling For Visually Impaired Children At The Louis Braille Inclusive Bilingual Primary School." Int. j. of Social Science and Economic Research 9, no. 10 (October 2024), 4058-4070. Accessed October, 2024. https://doi.org/10.46609/IJSSER.2024.v09i10.003.
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ABSTRACT: The aim of the study was to analyse the features of the living environment that interfere with the schooling of visually impaired children at the Louis Braille Inclusive Bilingual Primary school in Yaounde (LBIBPSY). As part of an inclusive education, these learners, during their schooling, will have to cope with the demands and offers of their school microsystem. However, the rigour of the school environment, its fixity and indifference are sometimes a source of discomfort and intense suffering. Anything that makes possible the idea that the onset of disability constitutes a break-In, a shock, a tear in the school envelope, which must play its role as a container, a boundary and a forum for exchange, protection and continuity. The research is a case study carried out with four subjects, including two visually impaired pupils and two teachers. The results reveal that the schooling of visually impaired children is better when: the scopic framework is more flexible, the transitional space plays its full role and the topical space is more favourable.

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