Influence of school community on enrolment of students with physical disabilities in inclusive public schools in Musanze district

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.