Abstract:
This research explores the relationship between school community factors and the
enrollment rates of students with physical disabilities in inclusive public schools within
Musanze District, Rwanda. It evaluates the impact of physical accessibility, curriculum
adaptation, instructional strategies, and financial support on enrollment decisions and the
overall learning experience of these students. By employing a descriptive survey design
with mixed methods, data were collected from 196 participants, including school
administrators, teachers, students with and without disabilities, and parents, using
questionnaires, interviews, and observations in two selected schools.
The findings reveal that while the school community generally demonstrates positive
attitudes towards inclusion, key barriers—such as inaccessible infrastructure, insufficient
financial support, and the limited use of assistive technologies—hinder the full
participation of students with physical disabilities. The study also identifies gaps in the
effectiveness and accessibility of the curriculum and instructional strategies, which often
fail to accommodate diverse learning needs.
The research highlights the need for comprehensive teacher training in adaptive teaching
methods and the integration of assistive technologies to enhance learning. Additionally,
financial support plays a crucial role in advancing inclusive education by ensuring that
resources are adequately allocated to meet the needs of all students. Based on these
findings, the study recommends improving physical accessibility, increasing financial
investment in inclusive education, integrating assistive technologies, and fostering an
inclusive school culture to create a more equitable learning environment. This study offers
insights for policymakers and educators, contributing to the development of more
inclusive practices and policies that promote equal educational opportunities for students
with physical disabilities in Rwanda.
