Asian Journal of Education and Social Studies

Learners with physical disability face barriers and challenges in school environment that affect their social, psychological and academic spheres that may likely affect their academic performance at school. Some of these barriers are related to inadequate infrastructure, lack of teachers’ knowledge and lack of parents’ facilitation and Learners with physical disabilities are increasingly integrated into mainstream classrooms and school setting. The purpose of this paper is the assessment of the barriers and challenges faced by learners with disability to enhance their competence 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 chosen by a basic random selection method and 14 headmasters 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 findings indicate that the majority of students expressed dissatisfaction with the accessibility and inclusivity of their school environment. Specifically, 79.1% of students disagreed that they have access to Braille machines to support their learning. Similarly, 67.7% of students disagreed that school buildings and facilities, such as playgrounds and pathways, are accessible for wheelchair users. Furthermore, 61.3% of students felt excluded from participating in extracurricular activities and school events, Additionally, 68.9% of students reported that teachers do not use sign language to support learners with hearing difficulties while 66.2% of students disagreed that they have access to appropriate assistive technologies and tools, In terms of participation in recreational and leisure activities, 70.1% of students expressed dissatisfaction. Most notably, 75% of students disagreed that their school buildings are inclusive and comfortable for all students with physical disabilities, finally, 77.5% of students disagreed that their schools have toilets accessible to learners with physical disabilities. This research recommended that The Rwanda Basic Education Board (REB) should enhance its efforts in developing comprehensive guidelines and training programs focused on inclusive education. They should facilitate collaboration among schools to share best practices and resources that support learners with disabilities. Additionally, the REB should conduct regular evaluations of inclusive education initiatives to assess their impact and effectiveness, ensuring that all learners receive a quality education that promotes their competencies and well being.REB should provide adequate learning Resources to ensure schools receive sufficient inclusive education materials and assistive devices. REB should offer Specialized Teacher Training to Develop and implement training programs focused on inclusive education. Ministry of education recommended improving school infrastructure to ensure all schools have accessible facilities such as ramps, adapted toilets, and resource rooms. Ministry of education should integrate inclusive education in teacher training Colleges to include inclusive education modules in pre-service teacher training programs. Ministry of education should encourage research and innovation to support studies that develop new strategies for improving inclusive education in Rwanda.