Accessibility of Inclusive Classrooms and Competences of Students with Special Educational Needs in Basic Education Classrooms in Rwanda

Abstract

The purpose of this paper was to examine the effects of accessibility of inclusive classrooms practices and competences of students with special educational needs in basic education classrooms in Rwanda. Specifically, this research paper analyzed age, number of students, provision of the equal opportunity to all students with and without disabilities, minimization of the long journey done by students with disabilities and student with impairments. Examining the inclusive practices, the researcher would identify whether students with disabilities had facilities for an effective learning such as; the availability of braille machines to help students with visual impairments learning successfully, students with and without disability have access to smart classrooms for developing competences in basic education classrooms in Rwanda. Thus, teaching and learning methods will improve effective learning in sampled schools. The research methodology for this study consisted of a descriptive research design using both qualitative and quantitative approaches. A sample size of 166 respondents was calculated using Slovene’s formula. Both purposive and simple random sampling and stratified random sampling were adopted. Results were analyzed in accordance with specific objectives. Based on the findings, 73.8% of students strongly agreed that despite their age they were allowed to enroll in basic education schools, 80.2% of students strongly agreed that the number of students enrollment was increased, 77.8% strongly agreed that they are given equal opportunity to learning activities, 72.2% of students strongly agreed that there was a minimized long journey to schools, while, 69.8% of strongly agreed that they have braille machines. Finally, 74.6% students strongly agreed that in basic education inclusive classrooms, the use of ICT made them innovative and competent students. Results showed that 64.0% of teachers strongly agreed that their schools and classrooms have paths where wheelchairs can pass, 44.0% of teachers strongly agreed that their schools have toilet of students disabilities, of 34.0% of teachers strongly agreed that they have counselor or nurse who provide student with guidance, counseling. It was shown that the use of sign language was statistically affecting literacy learning skills for children with special educational needs since the p value is less than 0.05 (B=0.261; p value =0.068). Finally, practical exercises was statistically significant with Creativity of SEN (B=0. 231; p value=0. 060).

Keywords: Accessibility of Inclusive Classrooms, Basic Education Classroom, Students’ Competences; Students with Special Educational Needs.