While significant strides have been made to promote inclusive education for students with special needs, the most pressing challenge is still the limited awareness and understanding of non-physical disabilities, according to officials ALSO READ: How Rwanda is faring in special needs education On November 27, Rwanda inaugurated its first-ever national dialogue on inclusive and special education. Under the theme “Every Learner Matters: Strengthening Support Systems for Inclusive Learning in Rwanda,” the dialogue highlights the urgency of addressing educational gaps faced by learners with especially non-physical disabilities. ALSO READ: What Rwanda needs to do for children with special educational needs Education minister Joseph Nsengimana acknowledged already achieved milestones such as providing specialized books and assistive devices, but emphasized that Rwanda is still far from its desired goals. He noted that the most recognized disabilities are physical ones while others such as autism and intellectual disabilities are often overlooked. ALSO READ: Stories of parents with Autistic children “The government is committed to addressing all types of disabilities. This requires identifying the number of students affected and collaborating across sectors to ensure appropriate support,” Nsengimana said. He added that while schools for children with disabilities exist, their number is insufficient, especially for those with complex or combined disabilities. “We aim to increase the number of such schools and equip them better. Having one or two schools is not enough when children with disabilities are spread across the country,” he said. To address these gaps, Nsengimana highlighted the importance of teacher training. Teacher Training Centres (TTCs) now offer courses on special needs education; ensuring graduates are better equipped to support students with disabilities. Additionally, a joint ministerial commission is considering ways to enhance the ability to detect and support students with non-physical disabilities, such as autism. ALSO READ: The journey of an autistic student who excelled in national exams Nsengimana stressed the need to raise awareness about non-physical disabilities. Many parents and educators are unaware of conditions like autism, which often results in affected children being left behind. The Executive Secretary of the National Council of Persons with Disabilities, Emmanuel Ndayisaba, echoed similar concerns. He highlighted the pressing challenge of making education for children with autism more accessible. “Currently, education for children with autism is too expensive, with fees ranging between Rwf300,000 and Rwf750,000 per term. Many families cannot afford this. We are working with the government to address these financial barriers and make education more inclusive,” Ndayisaba said. A nationwide census is underway, he said, to determine the exact number of people with disabilities and assess their needs based on the type and severity of their conditions. Ndayisaba said that, in general, collective action is needed to foster an inclusive education system to ensure no learner is left behind. By 2022, Rwanda had trained 15,569 teachers in inclusive and special needs education, alongside 13,879 support staff. The country has 38,937 learners with disabilities – 21,615 are female and 17,322 are male, according to Julienne Mukayirege, the Acting Director of the Special and Inclusive Education Unit in the Ministry of Education. Mukayirege said that physical disabilities remain the focus for most people, while other types are less understood. “Detecting the level of a disability is also a challenge,” she said. “For instance, if a child has a visual impairment, determining the severity and tailoring appropriate interventions is critical. While the government has invested in diagnostic tools, they remain costly and limited in availability.” The ministry plans to increase the number of trained teachers and have all educators trained in inclusive education, she said.
