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.
