The education sector strategic plan (ESSP) and inclusive education: analysis of limitations and opportunities for learners with special educational needs in Kamonyi District

Abstract

This research was conducted with the purpose of analyzing the limitations and opportunities for learners with SEN in IE in primary schools of Kamonyi District. It was governed by three objectives which were meant to identify the practical challenges/limitations to the implementation of inclusive education in schools, to identify the practical opportunities and innovations for provision of inclusive education in schools and to suggest possible solutions and strategies for provision of inclusive education in Rwandan schools. This study will clarify the observed limitations for learners with SEN that were in the implementation of inclusive education and suggest solutions for addressing them. By analyzing collected data, the opportunities for learners with SEN were also identified and this was meant to serve as basis for improving inclusive education practices for those learners. In addition, other researchers in the domain of inclusive education will benefit from this study to enhance their work. In regards to participants the target population was 169, including 3 head-teachers, 70 teachers, 43 parents and 53 students with SEN. In this respect the sample was taken from teachers and students population purposively. The sample size of teachers was 30 and the sample size of students with SEN was 18. The total number became 576 and only 55 responded. Questionnaires, interview and observation were used to collect data. Both closed and open questions for both questionnaire and interview were designed in a way that suited each respondent. Unstructured observation was used to support information from interviews and questionnaires. The findings revealed that there are few opportunities and more limitations for learners with SEN. Some suggestions were highlighted in the recommendations. Generally it can be concluded that limitations are many compared to opportunities on the implementation of IE and there should be strong collaboration among stakeholders, local and international NGOs and the concerned parties to value and promote inclusive education and therefore an improvement would be observed as required in the ESSP 2013/2014-2017/2018.