Assessment of head teachers’ role in the management of inclusive teaching and learning in Rwandan schools: A case study of schools in Huye District

Abstract

Inclusion has been a central educational issue for well over a quarter of a century, with continuing emphasis worldwide on initiatives by governments, Higher Education Institutions and schools that respond to the needs of children and young people with learning difficulties, disabilities or another disadvantage. The concern of this study was to explore the assessment of head teachers‟ role in the management of inclusive teaching and learning in Rwandan schools. A case study of schools in Huye district. Specifically, the study sought to determine head teachers‟ competencies they possess in management of inclusive teaching and learning, evaluate head teachers‟ managerial role in supportive learning environments to students with disabilities and to examine head teachers‟ managerial role in addressing challenges facing children with disabilities learning. The study adopted descriptive research design using quantitative approach. The researcher targets all head teachers, teachers, dean of studies and students with disabilities from 4 selected inclusive schools. Those were G.S Buhimba, G.S HVP/Gatagara, G.S Butare Catholique and CJSM Ngoma. Thus, the total number of the population was 338 persons. The study employed stratified, purposeful sampling strategies. The researcher came up with a sample size of 77 respondents. The sample size constituted of head-teachers, dean of studies, teachers and students with disabilities. Structured questionnaire was used as instruments to collect primary data. Descriptive and inferential analysis such as frequencies and percentages were used to analyze quantitative data. From findings, 76.9% of respondents agreed that head-teachers are competent in management of inclusive education. Besides, the findings revealed by 71.7% of teachers and 82.3% of learners with disabilities that the school facilities have not been adapted and there are no adequate ramps and clearly defined paths to ease movement of all learners hence the school environment remained restrictive to SNE learners from all selected schools. Lastly, the findings of results also showed that there are some strategies used by head-teachers to address challenges of management in inclusive education as increasing school resources (51%), local authority (23%) and valuing diversity as stated by 25.6% of educators‟ respondents. The study recommended that due to its importance, the government should provide schools with necessary and relevant resources for supporting inclusive education.