An assessment of opportunities for children with special educational needs through Rosa Mystica school, family and community project towards effective schooling for all, Rwanda

Abstract

This research aimed at assessing the opportunities accorded to students with Special Educational Needs in the implementation of Inclusive Education in G.S. Rosa Mystica. Among the opportunities there were teaching and learning resources, inclusive practices which were put in place such as community engagement and support services provision, curriculum modification as well as staff professional development for students to learn effectively. The study adopted a descriptive survey design. The independent variables comprised curriculum modifications and other factors that influence effective inclusion namely teachers and school leaders’ professional development, support services, parents and community engagement in school life and attitudes among others. The Dependent variable was identified as being effective schooling for all. The target population of this study constituted school administrators, teachers and parents of students with special educational needs and disabilities. Purposeful sampling was applied to determine the sample, and data were collected using questionnaires and interviews. The questionnaire was administered to 12 teachers from nursery, primary and secondary levels, and interview schedules were addressed to the school Head Teacher and parents. In order to ensure validity and reliability of the research instruments, a pilot study was carried out and the researcher used a test retest technique to measure the reliability of the instruments. The content validity was ensured by supervisor and other faculty staff who have expertise in research work. The study found out the school administrators, teachers and the community were aware of the great importance to offer education to students with special educational needs within the framework of Education for all. However, the school encountered the barriers including the extra number of students with special educational needs and other disabilities per class, and the insufficient equipments in the resource room. The study mainly reviewed that sensitization had effectively been done; therefore, the schools administrators, teachers, and the community in general had positive attitudes towards persons with disabilities. Trained teachers, adapted environment and appropriate resources were available hence this attracted enrollment of children with special educational needs and disabilities in the school. However it was noted that the school needed funding to sustain their resources and regular training for staff to keep them up to date for inclusive practices. Therefore, the researcher wishes to recommend that the Government of Rwanda could allocate funds for modern equipment and regular training of staff to gain various skills for accommodating students with special educational needs and other disabilities, and accept teachers’ aides as permanent workers, so that they can support teachers in their daily work.