Effects of Rwandan Cultural Beliefs on Inclusive Education: The Case of Gikomero Sector.

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.