[ L’éducation des personnes vivant avec handicap en République Démocratique du Congo de 1960 à 2016 : Que faire ? ]
Volume 37, Issue 2, July 2018, Pages 184–192
Eugene UCOUN KENO UPOLWUN1 and Gratien MOKONZI BAMBANOTA2
1 Département des Sciences de l’Education, Université de Kisangani, Faculté de Psychologie et des Sciences de l’Education, Kisangani, Province de la Tshopo, RD Congo
2 Département des Sciences de l’Education, Université de Kisangani, Faculté de Psychologie et des Sciences de l’Education, Kisangani, Province de la Tshopo, RD Congo
Original language: French
Copyright © 2018 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
After fifty-six years (56) of its independence, DRC doesn’t succeed to organize special teaching everywhere at its national territory. Out of thirty (30) educational provinces, only twenty-two (22) provinces organize special teaching (An average of 109 special schools out of 51 377 ordinary schools). Eight educational provinces are lacking in this special teaching, may be Eighty (80) national teaching subdivisions don’t take care of disabled children. What to do? DRC must adopt new approaches which allow organization of this specific teaching everywhere. Hence inclusive education seems to be the most suitable approach to assure education for all in DRC; but many conditions of it success must be gathered. So, in the future, RDC must reform its educative system.
Author Keywords: Special teaching, inclusive education, cartographic, educational province, School reform, discriminatory education, suitable approach.
Volume 37, Issue 2, July 2018, Pages 184–192
Eugene UCOUN KENO UPOLWUN1 and Gratien MOKONZI BAMBANOTA2
1 Département des Sciences de l’Education, Université de Kisangani, Faculté de Psychologie et des Sciences de l’Education, Kisangani, Province de la Tshopo, RD Congo
2 Département des Sciences de l’Education, Université de Kisangani, Faculté de Psychologie et des Sciences de l’Education, Kisangani, Province de la Tshopo, RD Congo
Original language: French
Copyright © 2018 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
After fifty-six years (56) of its independence, DRC doesn’t succeed to organize special teaching everywhere at its national territory. Out of thirty (30) educational provinces, only twenty-two (22) provinces organize special teaching (An average of 109 special schools out of 51 377 ordinary schools). Eight educational provinces are lacking in this special teaching, may be Eighty (80) national teaching subdivisions don’t take care of disabled children. What to do? DRC must adopt new approaches which allow organization of this specific teaching everywhere. Hence inclusive education seems to be the most suitable approach to assure education for all in DRC; but many conditions of it success must be gathered. So, in the future, RDC must reform its educative system.
Author Keywords: Special teaching, inclusive education, cartographic, educational province, School reform, discriminatory education, suitable approach.
Abstract: (french)
Après 56 ans de son indépendance, la RDC n’a pas réussi à organiser sur l’ensemble de son territoire national l’enseignement spécial. Sur 30 provinces éducationnelles, seules 22 organisent l’enseignement spécial (soit 109 écoles spéciales sur 51377 écoles ordinaires).8 provinces éducationnelles en sont dépourvues soit 80 Sous-divisions de l’enseignement national qui laissent pour compte beaucoup d’enfants en situation de handicap. Que faire ? La RDC doit adopter des nouvelles approches éducatives. A ce sujet, l’approche« éducation inclusive » semble être la meilleure approche pour assurer l’éducation pour tous en RDC. Mais, les conditions de réussite doivent être réunies. Pour ce faire, la RDC est appelée donc à opérer, dans l’avenir, une profonde réforme de son système éducatif.
Author Keywords: Education, éducation spéciale, Education inclusive, cartographie, handicap, approche.
How to Cite this Article
Eugene UCOUN KENO UPOLWUN and Gratien MOKONZI BAMBANOTA, “Education of people with disabilities in the Democratic Republic of Congo from 1960 to 2016: What to do ?,” International Journal of Innovation and Scientific Research, vol. 37, no. 2, pp. 184–192, July 2018.
