Abstract:
In his schooling life, every child passes through a series of transition which are often marked by
significant changes and challenges. For children with learning difficulties, this period can be
particularly complex, requiring tailored educational plans to ensure a smooth and successful
transition. In Rwanda, the education system has made considerable strides in recent years, but
there remains a pressing need to address the specific requirements of students with learning
difficulties. This dissertation aims to examine educational transition plans for learners with
learning difficulties in Rwandan mainstream schools and special schools. The specific objectives
were the followings: (1) to identify provisions relating to transitions for children with learning
difficulties in documents setting out national education guidelines (2), to examine the current
practices for educational transitions for children with learning difficulties and (3) determine the
challenges met by mainstream schools and special schools while implementing guidelines related
to educational transitions for children with learning difficulties. Findings indicated that there are
no clear provisions relating to transitions for children with learning difficulties in the national
education guidelines. At school level, there are poor practices that do not support the educational
transition for learning difficulties. These are the lower existence of specific educational transition
plans for learners with difficulties, low rate of conducting Special Educational Needs Assessment
(SENA), low rate of Individual education plan development, insufficiency of support services and
resources and unclear exit plans were identified as. In addition, some parents exhibit some poor
practices including the lack of awareness about their children’s educational transition plans and
lack active participation in the development of their children’s educational individual plans.
Schools do their best to implement However, schools still encounter challenges when
implementing guidelines related to the educational transition plans for children with learning
difficulties. Among others, the consideration of academic achievements as the only determinant
of educational transition, ineffective school environment, delayed detection of special educational
needs for children with learning difficulties, shortage of multi-disciplinary teams at school level
and limited monitoring and evaluation of educational transition plans are identified.
