ABSTRACT

This study explores the approaches used and the learning abilities of inclusive and mainstreamed children with special needs in Limbe, Cameroon. Inclusive education aims to integrate children with special needs into mainstream classrooms, promoting equal learning opportunities. Understanding how different educational approaches affect their learning abilities is essential for optimizing educational practices.

A mixed-method research design was utilized, combining quantitative assessments of learning abilities with qualitative interviews of teachers, parents, and educational professionals. The study focused on comparing the effectiveness of various instructional approaches and identifying factors that influence the learning outcomes of inclusive and mainstreamed children with special needs.

The findings reveal that inclusive education approaches, such as differentiated instruction and personalized learning plans, positively impact the learning abilities of children with special needs. These approaches help accommodate diverse learning styles and needs, leading to improved academic performance and social integration. Mainstreamed children with special needs, when provided with adequate support, demonstrate significant progress in their learning abilities compared to those in more traditional settings.

Teachers and parents reported that tailored instructional strategies, collaborative teaching methods, and the use of assistive technologies are crucial for enhancing the learning experiences of these children. Challenges such as insufficient training for educators and lack of resources were noted as barriers to effective implementation.

The study concludes that inclusive education approaches significantly benefit the learning abilities of children with special needs. Recommendations include expanding training programs for educators, increasing access to assistive technologies, and fostering collaborative teaching practices. These measures can enhance the educational experience and outcomes for both inclusive and mainstreamed children with special needs in Limbe.

Keywords: inclusive education, learning abilities, special needs, mainstreamed children, Limbe, Cameroon, instructional approaches, educational support.