Abstract:
study entitled Investigating the Implementation of Inclusive Teaching Strategies
in Primary Schools: A Case Study of Gatsibo District, aimed at investigating
teachers’ implementation of inclusive teaching strategies and understanding of
educational needs of learners who face barriers to learning and provide means to
support them.This research discussed inclusive teaching strategies that teachers
use in teaching learners with learning difficulties and Special Educational Needs with
great emphasis on teaching learners with mild sensory and physical difficulties,
cognitive and learning difficulties, communication and interaction difficulties, as well
as behavioral, emotional and social difficulties.
The main objective of the research was to investigate how well teachers implement
inclusive teaching strategies in Rwandan primary schools with case study of Gatsibo
District. The research methodology was based on semi-structured interview and
questionnaires. All in all 9 questionnaires were distributed among teachers and
interviews among three Head teachers from 3 Primary schools in Gatsibo District.
The subjects were chosen from all primary school grades, P1 to P6. The main
themes identified in the questionnaires and interviews were among others availability
of resources, strategies need, and problems encountered in implementing inclusive
teaching strategies.
The conclusion reached is that inclusive teaching strategies are continually being
implemented by primary school teachers in Rwandan schools. It is recommended to
the Rwanda Basic Education Board and all other stakeholders that they should
effectively collaborate to make it work more successfully.
