Yaoundé, August 21, 2025 — The EDID Program under the canopy of the Cameroon Baptist Convention Health Services (CBCHS), in collaboration with the Liliane Foundation and government ministries, has successfully concluded a three-day national training seminar on inclusive education. Held at the CBCHS Resource Centre of Excellence in Yaoundé from August 18 to 20, 2025, the program brought together teachers from across the country to strengthen their capacity in promoting disability-inclusive education in mainstream classrooms.
The seminar was officially opened by the Sub-Director of Primary Education at the Ministry of Basic Education, Mr. Andela Yves Placide. Also in attendance were CBCHS Director, Mr. Samuel Ngum and Inclusive Education Consultant, Dr. Bridget Longla, who led the training under the theme: “Inclusive Teaching Methods for Disability-Inclusive Classrooms.”
According to Dr. Longla, the training focused particularly on learners with disabilities—who, compared to other marginalized groups in Cameroon, face the greatest risk of exclusion from and within the school system. The training emphasized a strength-based approach, guiding teachers to identify and build upon the abilities of all children rather than focusing on their limitations. Teachers were encouraged to return to their schools and, within the first two weeks of reopening, begin identifying learners with additional needs and use the strategies learned to plan inclusive, participatory lessons. Dr. Longla assured participants that ongoing support and follow-up will be provided to ensure effective implementation and measurable impact.
The Director of Health Services, Mr. Ngum Samuel reaffirmed CBCHS’s longstanding commitment to inclusive education, highlighting the organization’s consistent efforts in training teachers, providing scholarships, and distributing assistive devices such as braille kits, talking calculators, and crutches. “This initiative aligns with our mission of bringing healthcare and education to everyone, especially persons with disabilities, and ensuring that they are fully integrated into mainstream systems,” he said.
Teachers in attendance expressed how the training transformed their understanding and approach to inclusive education. Ndogo Adulf noted that the seminar revealed the importance of adapting teaching to include all learners, not just those with visible disabilities. He called for the government and CBCHS to extend this training nationwide and proposed that similar sessions be held quarterly for greater impact and accountability.
Kam Prudence Judit, a teacher from EP 1A1, shared that she previously had limited knowledge of inclusive teaching. However, the workshop helped her recognize the need to design lesson plans that address the needs of all students. She praised the training materials and requested that such workshops be held regularly to help teachers better implement inclusive practices.
Government representatives commended the initiative, noting that although some schools have embraced inclusive education, many still struggle to ensure effective participation of learners with disabilities. Trainings like this, they said, are crucial to transforming policy into practical, school-wide action.
As the academic year approaches, the outcomes of this workshop are expected to shape a more inclusive learning environment across Cameroon, with trained educators at the forefront of ensuring that every child—regardless of ability—is given an equal opportunity to learn, grow, and thrive.
Mrs. Agho Glory, EDID Program Manager highlighted the dedicated work of over 20 partner organizations across nine regions of Cameroon, supported by the EDID Program through financial assistance that enables scholarships for children with disabilities. Despite these efforts, many of these children still encounter numerous challenges in the classroom—challenges often stemming from teachers’ limited understanding of how to effectively support learners with disabilities. As a result, children with disabilities tend to experience higher failure rates compared to their peers without impairments. The ongoing training and initiatives aim to address these gaps, fostering more inclusive and equitable educational opportunities for all children.
