Abstract:
This study had the following objectives: to explore the effects of Rwandan cultural beliefs on
Inclusive Education, to identify the cultural factors that influence Inclusive Education in Rwanda
and to enumerate appropriate measures for including People with Disabilities within mainstream
schools. This study was conducted in Gikomero sector, one of the rural sectors located in Gasabo
district in Kigali city. In data analysis, the researcher used both qualitative and quantitative
methods, specifically tabulation and percentages; purposive sampling procedure was also used.
Data were collected using questionnaire, group discussion and interviews. This research was also
conducted as an ethnographic study because it comes from the discipline of social and cultural
anthropology. Despite the fact of hiding PWDs which causes their exact number not to be well
known, (they are said to be almost 203), the study involved 44 participants categorised as
follows: 24 PWDs who did not attend school, 4 parents having children with disabilities
(PCWDs) who did not attend school,11 teachers, 4 head teachers and 1 Sector Education Officer.
The findings revealed that there are still effects of Rwandan cultural beliefs on IE in Rwanda and
confirmed that there are cultural factors that negatively influence IE in Rwanda.
As a recommendation, the Government of Rwanda should also improve ways of raising
awareness about I.E through continuous awareness campaign against the exclusion of PWDs.
Identification of PWDs, their registration, involving them in all activities and plan an assessment
of disabilities to reduce their severity would be a cornerstone in IE implementation. They should
also invest more in IE by availing more and adequate resources in schools. They should not only
allocate enough efforts in mobilizing all people about IE and enough resources for its effective
implementation but also set up programs aiming at poverty reduction within families of PWDs,
mainly by helping them to help themselves rather than waiting for others and begging. The
government of Rwanda should also ensure mobilisation of all service providers within the
community. Monitoring the implementation of special need education (SNE) policy is also very
crucial. Finally, due to the fact that there are relatively few studies conducted in IE in Rwanda
specifically about the effects of Rwandan culture on IE, the researcher has found more studies of
this kind very necessary.
