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The aim of the study was to establish how the learning environment influences academic participation for students with physical disabilities within the Buea municipality. This study explored the access to information, attitudes, effective teaching and assessment methods. The study was guided by the social model theory of disability. It explains that it is the society which disables people with disabilities. To achieve its objective the study employed qualitative and quantitative methods of data collection which allowed for an intensive investigation into learning environment and academic participation for students with physical disabilities and provided a basis for informing better policies and planning. In addition, the investigation employed a descriptive case study design that involves detailed studies of the scope. The respondents of study were 32 secondary school students with physical disabilities. The data collection instruments employed was: Questionnaires, structured interview schedules, observation schedules and Focus Group Discussion. The information that was collected from these instruments was analyzed using both qualitative and quantitative methods. The results showed that the two schools were making a lot of efforts towards inclusivity and accessibility for all. The results also revealed that 17(52%) of students with physical disabilities revealed that teachers had a positive attitude towards them as well as involved them in class activities. The results further revealed that the lecture method was dominant although group discussion and classroom presentation were also used. However, the study found that time given during practical lessons and examinations was not adequate as the students ended up not completing their work. The study recommends that school administrations should promote more sensitization programmes through seminars, sporting activities, workshops and forums in order to increase the level of awareness of the needs, aspirations and capacities of students with physical disabilities with a view to enhancing their acceptance, participation in learning activities and integration in the school communities in Cameroon.

international journal of history and cultural studies

Inclusive Education in Cameroon; Dictates of Learning Environment on the Academic Participation of Students with Physical Disabilities in the South West Region of Cameroon