Inclusive education activities towards competences of learners with learning difficulties in basic education schools of Rwanda

Abstract

Inclusive Education is problematic in several countries including Rwanda and has been held back by a number of factors including negative attitudes towards people with disabilities. School administrators and teachers have not sufficient skills so that they can manage inclusive schools and it requires several and regular training to be equipped with necessary knowledge and get sensitized on how to introduce inclusive practices. The study examined the contribution of strategies implemented in inclusive education for competences of learners with learning difficulties in Rwanda basic education schools. The sample of 148 respondents were selected including 6 School Managers, 3 Sector Education Inspectors, 69 teachers and 70 parents of learners with disabilities. The findings showed that there are strategies which contribute and influence the developments of competences of students with learning difficulties and disabilities in inclusive education such as iidentification of learners with special needs, assessment plan for learners with special needs, methods of teaching and learning adapted to individual needs for improving learners critical thing and problem solving, cores, class participation. The researcher provided recommendations and conclusions depending on the findings of the research.