Abstract:
The research titled "The Contribution of Community Based Rehabilitation in Inclusion of
Learners with Physical Disability in Nyanza District of Rwanda" is driven by the exclusion of
students with physical disabilities in Nyanza District. This underperformance signifies an
insufficient application of modern teaching methodologies, among other factors. To solve the
problem of poor performance, the study (1) to identify the level of community-based rehabilitation
in secondary schools of Nyanza District in Rwanda, (2) to examine difficulties experienced by
learners with physical disability in Nyanza district in Rwanda, (3) to clarify contribution of
Community-Based Rehabilitation in inclusion of learners with physical disability to education in
Nyanza district in Rwanda. The study targets Deans of Studies, Head Teachers, teachers, and
students from selected secondary schools in Nyanza district, Rwanda. A total sample of 5 Deans
of Studies, 5 Head Teachers, 5 teachers, and 15 students has been selected from 5 secondary
schools in Nyanza district using a purposive sampling technique. Data collection involved the
utilization of interview guides, direct observations, and documentation. The collected data were
analyzed and interpreted using qualitative approaches. The study's findings shed light on the
current status of community-based rehabilitation (CBR) in secondary schools within Nyanza
District, Rwanda, revealing a concerning low level of implementation. This is attributed to various
factors such as negative attitudes towards Persons with Disabilities (PWDs), insufficient provision
of functional rehabilitation services, limited empowerment opportunities for PWDs, and the lack
of a welcoming and accessible school environment. Additionally, the research highlights the
significant challenges faced by learners with physical disabilities in the district, including issues
related to physical accessibility, lack of disability awareness, absence of tailored support, and
complexities in the accommodation process. Despite these challenges, the study emphasizes the
pivotal role of CBR in fostering inclusion by providing personalized support, raising awareness
among stakeholders, establishing partnerships, and enhancing physical accessibility. The
recommendations underscore the urgent need for collaborative efforts among education sectors to
elevate the implementation of CBR across all schools in Rwanda, aiming to ensure the
comprehensive inclusion of students with diverse disabilities.
