REPRESENTATIONS SOCIALES DU HANDICAP ET ECOLES INCLUSIVES
Résumé
This research examines, in the Cameroonian context, how social representations of disability, conceptualised as an evolving and contextual construct, constitute a decisive obstacle to the effective implementation of inclusive education. Despite the ratification of international instruments and the adoption of a favourable legislative framework, a gap persists between theoretical prescriptions and the reality of educational practices. The study, based on Moscovici's sociogenetic model, analyses the discourse of 22 supervisors working in pilot establishments. The results reveal that their representations are mainly structured by socio-cultural and educational barriers (54.16%) and by a conception of disability as a condition of inferiority (51.02%). This reductive perception of learners with disabilities, coupled with what is considered insufficient access to reliable information on disability, significantly limits their educational involvement. Thus, the quality of school inclusion appears to be directly correlated with the nature of these social representations. The conclusion emphasises that, beyond material or legal adaptations, the success of high-quality inclusion requires a profound transformation of the mindsets and cognitive patterns of educational stakeholders in order to bridge the gap between the political ideal and its concrete translation in the field.
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