Investigating barriers teachers face in implementation of inclusive education in secondary schools of Rwanda. A case study of Rwamagana district

Abstract

This study explored investigating barriers teachers face in implementation of inclusive education in secondary schools of Rwanda. a case study of Rwamagana District. Specifically, the objectives were to identify teachers’ perception towards the implementation of inclusive education in secondary schools in Rwamagana District, to explore the factors affecting the effective implementation and opportunities of practicing inclusive education in secondary schools in Rwamagana District and to identify measures that school management put in place to address inclusive education challenge in secondary schools in Rwamagana District. The study was conducted in Rwamagana District in using a total sample of 50 respondents namely; Special Need Education Officer, Heads of Schools and Subject teachers who were selected through purposive and Snowball sampling. Data were collected through the use of semi- structured interviews, Focus Group Discussion, non-participant observation and documentary review and then data were subjected to content analysis. The findings of the study were, firstly primary teachers in secondary schools have positive perception in implementation of inclusive education as attested through their hard working. Secondly, teachers are showing large effort in helping students with disability to achieve their goals. Thirdly teachers in secondary schools face challenges in implementing inclusive education which hinder smooth run of it. From the findings of the study concluded that, teacher’s perceptions on the implementation of inclusive education is positive. Among others the study recommended that; the government should work hard so as the practice of inclusive education to be improved and help all learners with and without disability and hence to maintain teacher’s positivity toward inclusive education. Moreover, the government should solve these challenges for smooth run of the inclusive schools.