Perception of Teachers and Parents towards Competences of Learners with Physical Disabilities in Public Primary Schools in Rwanda

Abstract

The primary aim of this paper was the assessment of the Perception of teachers and parents towards the competences of learners with physical 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 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. Given their lack of confidence in reading, writing, and communication, as well as their struggles with self-care and social integration, the study underlines the pressing need for improved resources, specialized training, and assistive technologies. Inclusive education resources and the skills obtained by these students showed a substantial positive association (R = 0.803), suggesting that more availability and quality of resources greatly improve abilities (p = 0.000).Regression analysis indicated that inclusive education resources accounted for 64.5% of the variance in competencies, so supporting the need for schools to invest in sufficient educational tools and infrastructure to assist the development of essential skills among students with disabilities. With an eye toward resource use, training, and policy execution, the study advised improving inclusive education via cooperation among students, parents, instructors, school leaders, and educational officials.