Publisher's Synopsis
The implementation of education policy in Burkina Faso is currently marked by the generalization of the inclusive education (IE) approach, which consists of encouraging the admission and inclusion of children with disabilities (E.S.H.) in ordinary classes. While so-called normal children are received and involved in learning, this is not so obvious for those with disabilities. Hearing-impaired children (E.D.A.), like their peers suffering from other forms of disability, are for the most part victims of exclusion due to poor teaching practices, coupled with the lack or inadequacy of teacher training. In order to measure the contribution of teaching practices in classes for E.D.A. pupils, and their impact on their inclusion in school, we developed and conducted the present study.
