Self, Solidarity, and Civility: Inclusive Practices for Children with Learning Disability in Mainstream Schools in Yaoundé 6

This paper examines the lived experiences of children with learning disability in mainstream schools in Yaoundé 6, focusing on how inclusive educational practices shape their sense of self, access to solidarity networks, and experiences of civility within mainstream classrooms. Drawing on recognition theory (Honneth, 1995) and a phenomenological approach to children with learning disability (social handicap), the study explores the tension between inclusive policy ideals and everyday realities. Through in-depth interviews the study reveals that self-construction is profoundly influenced by peer recognition, solidarity emerges through informal peer networks, and civility often functions as a conditional practice that includes or excludes. Findings suggest that inclusive practices must move beyond physical integration toward fostering authentic recognition and mutual solidarity.