IJSSHR - International Journal of Social Science and Humanities Research 2021-01-26T10:57:29+00:00 MOHD Open Journal Systems <p>Some of the major topics include (but not limited to) are Anthropology, Archaeology, Geography and Regional Planning, Business Management, Business Studies, Communication studies, Corporate Governance, Corporate organization, Criminology, Cross-cultural, studies, Demography, Development Studies, Economics, Education, Educational Research, English, Literature, Entrepreneurship, ethics, General History, Geography, History, Human, human Tribes, Industrial relations, Information Science, International relations, International studies, Law, Legal Management, Library Science, Linguistics, literature, Local Languages, Market Management, Media studies, Music, Operational Management.</p> <p style="font-family: helvetica;"><span style="font-size: 1.5em;"><strong><span style="text-shadow: #ff6600 0px 0px 3px;">Current Impact Factor: 1.765</span></strong></span></p> INCLUSIVE PEDAGOGY: A MEANS TO ENHANCE TEACHERS’ KNOWLEDGE OF CLASSROOM ASSESSMENT PRACTICES FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN ORDINARY CLASSROOMS 2021-01-25T11:10:39+00:00 Patrick Fonyuy Shey <p>This article provides an overview of inclusive pedagogy, also referred to as the inclusive pedagogical approach. Conceptually, the approach is predicated on a shift in pedagogical thinking away from conventional approaches that work for most learners existing alongside something additional or different for those (some) who experience difficulties, towards one that involves providing rich learning opportunities that are sufficiently made available for everyone, so that all learners are able to participate in classroom life. The article also recommends how the approach can be incorporated into teachers’ development of knowledge on how to handle assessment practices in ordinary classrooms for learners with special educational needs.</p> 2021-01-25T10:43:21+00:00 ##submission.copyrightStatement## GLIMPSE IN THE WORLD OF DEAF PEOPLE: DEAFNESS AND DEAF EDUCATION 2021-01-26T10:56:48+00:00 Majeu Defo Felicite <p>This paper works on the definition of deafness, and who is considered as deaf. The first part of the work talks about the causes of deafness, distinguishing the congenital causes from the acquired causes. Then, the paper analyses the various impacts of hearing loss in the life of deaf people. The second part of the work discusses the issue of deaf education, emphasising the use of sign language as the key means for the development of deaf children literacy skills. The problem raised in this paper is the lack of appropriate knowledge of the mass population on the notion of special education and the needs of persons living with a handicap, especially deaf people, and the paper ends up discussing the issue of special education for deaf learners.</p> 2021-01-25T10:55:27+00:00 ##submission.copyrightStatement## LEARNING DISABILITIES DIAGNOSTIC PROTOCOL A PREREQUISITE FOR BASIC EDUCATION IN CAMEROON; HEAD TEACHERS’ PERSPECTIVE 2021-01-26T10:57:29+00:00 Melem Linda Fangwi <p>Learning disabilities is one of the hidden disabilities that affect one or more of the processes people use in learning and developing oral language, reading, writing, mathematics, social skills, executive functions, memory, and motor skills. Being a disability that is not readily observable because there are no outward signs, many pupils with this condition are often misunderstood or overlooked. Some instructors and administrators suspect that pupils’ who claim to have learning disabilities are faking it, playing the system, or lack the intelligence needed to succeed. The need for a diagnostic procedure for the identification of these conditions is but a necessity. Being a qualitative study the researcher used the phenomenology design and sampled 10 headteachers as participants in the study. The researcher with the aid of an interview guide conducted interviews with all 10 headteachers from ten government-owned primary schools in the North West and South-West regions of Cameroon. The results showed that seven categories of learning disabilities were these schools as recognized by the teachers and headteachers they include reading, attention, mathematical, spelling, comprehensive, memory and writing problems. Numerous challenges abound as headteachers struggle with the practice of identifying learning disabilities.&nbsp; As such, the ministry of basic education in Cameroon should establish a protocol of assessment wherein the steps of identification are presaged clearly alongside the various professionals to coordinate the process and actually conduct early identification and assessment of children with special needs.&nbsp;</p> 2021-01-25T11:00:17+00:00 ##submission.copyrightStatement##