Disability and Education in Cameroon

This chapter draws on the author's own experiences as a student and educator to provide another perspective of inclusive education in Cameroon. It is a call to attention to the day to day challenges that students with disabilities face in acquiring education in inclusive settings in the country. It may suffice for policy to state that education for persons with disabilities is best provided in inclusive environments based on their perceived advantages. However, an on-the-spot appreciation of the experiences of those in the field may reveal alternative results. This may be due to the milieu, the ignorance or negligence of those put as caregivers, and the non/poor implementation of policy. The author argues that while a significant volume of research is available in the country, presenting these experiences through a living theory methodology brings the reader closer to the personal experiences of students with disabilities and persons working with them. It further highlights issues which are often taken for granted when mainstream methodologies are adopted.