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 Terms—Braille, cameroon, inclusion, visually impaired.
The authors are with University of Gent, Belgium (e-mail: email@example.com, firstname.lastname@example.org, email@example.com).
Cite: Beryl N. Bamu, Inge Van de Putte, and Geert Van Hove, "The Vitality of the Braille in Enabling Inclusion for the Visually Impaired in Regular Secondary Schools in the North West Region of Cameroon," International Journal of Information and Education Technology vol. 6, no. 8, pp. 622-625, 2016.