Educational transition plans for children with learning difficulties in Rwandan mainstream and special schools: assessment of current practices

Abstract

In his schooling life, every child passes through a series of transition which are often marked by significant changes and challenges. For children with learning difficulties, this period can be particularly complex, requiring tailored educational plans to ensure a smooth and successful transition. In Rwanda, the education system has made considerable strides in recent years, but there remains a pressing need to address the specific requirements of students with learning difficulties. This dissertation aims to examine educational transition plans for learners with learning difficulties in Rwandan mainstream schools and special schools. The specific objectives were the followings: (1) to identify provisions relating to transitions for children with learning difficulties in documents setting out national education guidelines (2), to examine the current practices for educational transitions for children with learning difficulties and (3) determine the challenges met by mainstream schools and special schools while implementing guidelines related to educational transitions for children with learning difficulties. Findings indicated that there are no clear provisions relating to transitions for children with learning difficulties in the national education guidelines. At school level, there are poor practices that do not support the educational transition for learning difficulties. These are the lower existence of specific educational transition plans for learners with difficulties, low rate of conducting Special Educational Needs Assessment (SENA), low rate of Individual education plan development, insufficiency of support services and resources and unclear exit plans were identified as. In addition, some parents exhibit some poor practices including the lack of awareness about their children’s educational transition plans and lack active participation in the development of their children’s educational individual plans. Schools do their best to implement However, schools still encounter challenges when implementing guidelines related to the educational transition plans for children with learning difficulties. Among others, the consideration of academic achievements as the only determinant of educational transition, ineffective school environment, delayed detection of special educational needs for children with learning difficulties, shortage of multi-disciplinary teams at school level and limited monitoring and evaluation of educational transition plans are identified.