Abstract:
This study investigated the impact of teachers’ strategies on the learning outcomes of children
with low vision at Groupe Scolaire Rukingu, a designated model inclusive school in Rulindo
District, Rwanda. Using a qualitative case study design, the study included a carefully chosen
sample of twenty-five (25) instructors (15 primary, 10 secondary), as well as all nine (9)
children with low vision. Semi-structured interviews, 15 lessons of non-participant classroom
observations, and an examination of documents and physical resources were used to gather
data, guaranteeing methodological triangulation.
The study, which was informed by Bronfenbrenner's ecological systems theory and Vygotsky's
sociocultural theory, looked at three things: (1) the impact of teacher-student interactions and
communication; (2) the efficacy of inclusive teaching practices; and (3) the availability and
use of assistive technologies (AT). According to the findings, teachers make basic
adjustments including extra time (80%), preferred seating (72%), and enlarged print (60%),
but their execution varies because of a lack of training, big class sizes, and limited resources.
Just 52% of educators say they are moderately confident, while 28% say they are not.
Underutilization of communication techniques like tactile learning (36%) and verbal
description (56%) makes some children feel "invisible" or excluded. Crucially, the provision
of AT is woefully inadequate: there are no high- tech equipment available, and just four
magnifiers and one Braille machine serve nine students.
The majority of accessible tools are generally underused because a startling 68% of teachers
did not obtain any AT training.
The study finds that although there is individual teacher dedication, real inclusion is impeded
by systemic failings at the institutional, district, and national levels (insufficient teacher
training, lack of resource center, and inadequate financing, respectively).
The results show a discrepancy between the reality of classrooms and Rwanda's inclusive
education plans (such as the Education Sector Strategic Plan 2018–2024).
Among the recommendations are: (1) putting in place experiential teacher training in the use
of AT and multisensory instruction in schools; (2) setting up a district "Inclusive Education
Resource Fund" to purchase and disseminate AT and modified materials; (3) setting up a
Resource Center in schools with a qualified specialist; (4) putting in place a framework for
monitoring inclusive practices; and (5) starting a district-wide awareness campaign to
change public perceptions. By taking these actions, G.S. Rukingu hopes to become a real
example of inclusivity and provide Rwanda a scalable model.
