Abstract:
The study titled "Effects of Teachers’ Attitudinal Barriers on the Academic Performance of
Students with Disabilities in Two Selected Primary Schools in Nyamagabe District" is motivated
by the observed underperformance of students with disabilities in public primary schools within
Nyamagabe District. To address this issue, the research aimed to assess the attitudinal barriers
exhibited by teachers towards students with disabilities in these primary schools. Additionally,
the study sought to evaluate the academic performance of students with disabilities in the
selected schools within Nyamagabe District. Furthermore, the research aimed to investigate the
potential relationship between teachers’ attitudinal barriers and the academic performance of
students with disabilities in the Nyamagabe District context. The research population consists of
70 individuals, primarily comprising teachers from public primary schools in Nyamagabe
District. Additionally, key informants such as Head Teachers and Deputy Head Teachers were
included in the population. For the study, a total of 57 respondents were selected, comprising 53
teachers chosen randomly from the pool of participants and 2 Sector Education Officers (SEOs)
and 2 Head Teachers selected purposefully from two specific primary schools within the district.
The selection process employed a combination of simple random sampling and purposive
sampling based on respondent categories. The collected data underwent analysis and
interpretation through a combination of qualitative and quantitative approaches. Qualitative data
were analyzed using SPSS version 22, whereas quantitative data were scrutinized through
extracts and explanations. The findings of the study reveal that there are different attitudinal barriers exhibited by teachers towards students with disabilities in primary schools in Nyamagabe. District. It has been found that factors like negative attitudes and beliefs towards inclusive policies, stigmatization and stereotyping, low teachers’ expectations, lack of empathy,
inflexibility and negative perception towards inclusion contribute to poor performance of
students with disabilities. Moreover, the Pearson correlation coefficient (r) stands at .771**,
signifying a robust correlation, highlighting a strong connection between teachers' attitudes and
the academic success of students with disabilities in Nyamagabe District's primary schools.
Ultimately, it is strongly encouraged that every stakeholder within the education sector prioritize investment in inclusive education for all individuals. This investment stands as the sole and most effective means to significantly enhance academic achievements among students with disabilities
in Rwanda.
