The contribution of community based rehabilitation in inclusion of learners with physical disability in Nyanza district in Rwanda

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.