Asian Journal of Education and Social Studies

The primary aim of this paper was the assessment of the utilization of inclusive education resources for learners with disabilities in public primary schools in Rwanda. This paper was supported by the Vygotsky’s social constructivism theory and Using a descriptive research design, the study focused on a population of 1,055 individuals, comprising 270 teachers, 450 learners, 270 parents, 20 education staffs and 45 head teachers, with a sample size of 290 respondents: 124 students, 74 teachers, 74 leaners with disabilities, 6 education staff and 12 head teachers. Teachers were chosen by a basic random selection method and 14 headmasters were chosen via a purposive sampling strategy. While interview guides were used to get primary data from headmasters, questionnaires were used to collect primary data from instructors. The data shows that only 35.5% of students believe their schools have playgrounds that adequately accommodate games for learners with disabilities, indicated by a mean score of 3.0. Additionally, 45.1% of students confirmed the availability of special games equipment, such as sand pits and musical instruments, with a mean score of 2.9. These findings suggest that while some facilities and specialized equipment exist, they are likely insufficient to meet the diverse play needs of all learners with disabilities. The data reveals that only 38.7% of students agreed their schools provide sufficient play toys and field equipment for learners with disabilities, with mean scores of 3.1 and 2.9, respectively. Accessibility to school playgrounds is limited, with only 45.1% reporting that these areas accommodate all learners, yielding a mean score of 2.8. Furthermore, while 45.2% of students indicated access to appropriate assistive technology, only 41.4% agreed on the availability of adequate inclusive education resources, with mean scores of 2.8 and 2.9, respectively. The results of this paper show that parents and instructors in public primary schools in Rwanda have different The findings of this study reveal that while the government and stakeholders have made commendable efforts to promote inclusive education, the actual use and accessibility of available resources remain inconsistent and insufficient and also many schools face challenges related to inadequate teaching and learning materials, lack of adapted infrastructure, and limited assistive technologies tailored to the diverse needs of learners with disabilities. The government should increase budgetary allocations specifically dedicated to inclusive education, ensuring that schools are adequately resourced with assistive devices, adapted learning materials, and inclusive infrastructure. It is also recommended that the government decentralize the provision and monitoring of inclusive education resources to ensure equitable distribution, especially in rural and underprivileged areas. Additionally, policies supporting inclusive education should be regularly reviewed and enforced to ensure their effectiveness and alignment with international standards on the rights of persons with disabilities. The Ministry of Education should develop and implement comprehensive training programs focused on inclusive education for all teachers and school leaders.