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September 10, 2025International Journal Of Scientific Advances

Educational Inequity in ICT Skills Development: Policy and Pedagogical Gaps Affecting Visually Impaired Secondary School Students in Cameroon

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Authors

EREngozo’o Yvan Rony

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Overview

Mixed-methods analysis highlights policy gaps and infrastructure issues for visually impaired learners, suggesting urgent reforms.

Key Points

  • The study reveals significant deficiencies in implementing inclusive education policies affecting visually impaired students.
  • Findings show a lack of adequate teacher training and insufficient access to assistive technology for these learners.
  • Systematic classroom observations underscore the infrastructural challenges that hinder effective ICT integration in schools.
  • Policy analysis indicates a disconnect between intentions of educational frameworks and actual practices, requiring urgent reforms.

Cite This Study

Engozo’o Yvan Rony (2025) studied this question.

synapsesocial.com/papers/68c23dc5b210217d6478f986https://doi.org/10.51542/ijscia.v6i4.6
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1The Integration of ICT to Facilitate Teaching of Learners with Visual Impairment in Special Primary Schools in Kenya2025
  2. 2Exploring teaching strategies to enhance ICT skills in visually impaired learners: Implications for inclusive education2025
  3. 3Classroom experiences of learners with visual impairments in selected schools in Zambia2025
  4. 4Challenges and Innovative Perspectives for the Implementation of a Truly Inclusive Education that Meets the Needs of Learners with Disabilities in Cameroon2025
  5. 5Unequal Access: Exploring the Learning Challenges of Visually Impaired Students in Contemporary Classrooms2025