institutions of secondary education as well as their participation in official exams and, on the other hand, the improvement of conditions for receiving and taking care of handicapped students in Cameroon State universities. Furthermore, the technical platform of the Cardinal Paul Emile Léger National Centre for the Rehabilitation of Disabled Persons (CNRPH-CPEL) was improved on. Other actions concerned the provision of MINAS and centres specialized in the management of handicapped persons with specialized human resources, recruited as part of the drive to recruit 25 000 graduates into the Public Service, launched in 2011, the launching by the CNRPH-CPEL of the community-based action aiming at handicap prevention and the referencing of handicapped persons; the organization of “Social Action Days” in favour of handicapped persons and stakeholders of the sector. Similarly, the setting up of the National Association for Handicapped Teachers (CNEH) is also contributing to promote inclusive education. Actions undertaken within this framework relate to the organization of educative talks with parents of handicapped children to promote their integration into the traditional educational system, facilitating school exams for handicapped children by providing facilitators, lobbying for the inclusion of handicapped persons in FENASSCO games. The Community-based Rehabilitation Programme (CBRP), currently under experimentation in Cameroon, through networks put in place, is helping to orient persons living with a disability towards proximity centres and reference centres for specific interventions. On the other hand, the networking of support institutions for persons with disabilities in Cameroon is promoting the pooling of resources. In this perspective, and with the support of the NGO SightSavers, Organisations of Persons with Disabilities (OPH) put in place in 2012, a Platform dubbed “Inclusive Society for Persons with Disabilities”, which aims to pool the efforts of OPHs and serve as an interface with the various administrations for the promotion and protection of the rights of persons with disabilities (70 associations are members). The integration of the disability approach in building school infrastructure in Cameroon and in the training curricula of teachers helps to effectively implement inclusive education. It entails, among other things, the training of specialised teachers in this domain, scrapping the age limit for certain competitive and official exams, exemption from the payment of required contributions and exam fees, as well as the construction of buildings in schools taking into consideration the concerns of students with disabilities. The granting of subsidies to private institutions of specialized education (children with hearing, mental and visual impairment) is part of the desire to build their technical, material and financial capacities. Cameroon has several schools specialised in inclusive education and 140 private centres specialized in taking care of disabled persons, including children. It should be pointed out that considerable efforts have been made as regards the promotion and protection of children with disabilities. Programmes that have been 31