The impact of teachers strategies on the learning outcomes of children with low vision in groupe scolaire Rukingu

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.