Abstract:
The research aimed to study how poverty affects the academic performance of students with disabilities in the Nkanka sector, Rusizi district. Three objectives and the corresponding research questions guided the study namely identification of socioeconomic factors that influence the educational outcomes of learners with disabilities living in poverty in the Nkanka Sector of Rusizi District, assessment of the impact of poverty on the academic achievement among learners with
disabilities in the Nkanka Sector of Rusizi District and suggestion of strategies and recommendations to improve academic achievement among low-income students with disabilities in the Nkanka Sector of Rusizi District. The study was a descriptive correlational research design using both qualitative and quantitative approaches. The target population was two hundred and thirty-three 3619 including teachers, students, head teachers, the SEI and parents out of whom a sample of 98 respondents was purposively and randomly selected from respectively three secondary schools namely: Collegede Nkanka, GS Nkanka and GS Cyibumba. The stratified sampling was l also used to select parents and students. Data was collected using questionnaires, interview guide and documentary analysis. Data was analyzed with descriptive statistics such as frequency and percentage tables. Poverty was found to be linked to poor academic achievement among students with disabilities. Low-income families struggled to pay school fees and provide necessary materials for their children. The disabled children residing in impoverished environments often experience absenteeism, which negatively impact their academic performance in assessments and exams.
Strategies such as fostering active engagement from all relevant stakeholders, providing thorough monitoring and guidance to students with special needs, facilitating effective communication between educators and students to establish a supportive learning environment, revising policies pertaining to special needs education and inclusive practices could help to improve academic
achievement among low-income learners with disabilities. The study recommended providing resources and teacher training forstudents with disabilities in mainstream schools, improving
socioeconomic conditions for low- income families, and prioritizing individuals with disabilities in existing initiatives. Collaborationbetween special and inclusive schools was also encouraged to enhance the participation of students with disabilities. Parents were urged to offer emotional and financial support for their children's academic success, especially in national examinations.
