Africa-Press – Rwanda. Despite Rwanda’s efforts to advance inclusive education, the high cost of specialised schools continues to push some children with disabilities out of the classroom, according to the National Council for Persons with Disabilities (NCPD).
Other issues raised include shortage of trained teachers, limited sign-language proficiency, and inaccessible school infrastructure, which remain among the most pressing challenges holding back the country’s vision for equitable learning.
These issues were raised at the second national dialogue on inclusive education, a two-day event held from November 27 to 28. The meeting was convened by Rwanda Basic Education Board (REB) in partnership with the Learning and Inclusion for Transformation (LIFT) under the theme, “Strengthening Special Needs and Inclusive Education in Rwanda.” It brought together policymakers, educators, researchers, civil society organisations, parents, learners, and local leaders to accelerate progress toward a fully inclusive, high-performing education system.
The dialogue also came just days before the International Day of Persons with Disabilities, offering a timely platform to align Rwanda’s education priorities with broader national efforts to promote disability inclusion.
Emmanuel Ndayisaba, the Executive Secretary of the National Council for Persons with Disabilities (NCPD), noted that while progress has been made, achieving full inclusion requires sustained investment and coordinated action.
“Education is central to the country’s vision of inclusion, but ensuring quality education for children with disabilities is a process. It cannot be solved overnight,” he said.
Although Rwanda promotes an inclusive system where learners with and without disabilities study together, Ndayisaba stressed that some students require highly specialised environments. This keeps certain specialised schools operational, most of them private and priced far beyond what many families can afford.
“Private special schools charge between Rwf 600,000 and Rwf 1 million per semester, which is beyond the means of many parents,” he noted. “As a result, some children remain out of school.”
Accessibility challenges also persist. Some schools are located on steep hills, making them difficult to reach for learners who use wheelchairs or require mobility assistance. In such cases, boarding facilities become essential for ensuring continued attendance.
To help close these gaps, Ndayisaba said NCPD is working with the Ministry of Education to improve school accessibility and strengthen the capacity of public schools to support diverse learners.
Government-led construction of five centres of excellence for special needs education, one in each province, is underway and expected to be completed within three to four years. These centres will offer specialised services and support surrounding schools in identifying and assisting learners with disabilities.
For Bertha Simuruna, a student at G.S. Institut Filippo Smaldone in Nyamirambo, Kigali, the lack of sign-language proficiency among teachers and peers directly affects learning outcomes.
“Some students do not know sign language, and not all teachers understand it either,” she said. “It affects how we learn, our grammar, and our overall performance. Sign language should be taught like any other language; it would help a lot in the long run.”
Minister of education Joseph Nsengimana emphasised that ensuring no child is left behind requires collective responsibility.
“Disability is not inability. Today’s dialogue renews our shared commitment to ensuring that every learner in Rwanda, regardless of ability, has access to quality education and the opportunity to thrive,” he said.
Nsengimana highlighted the progress achieved since the first dialogue, including improved school accessibility, enhanced teacher training, and increased identification of learners with disabilities.
“REB has ensured that every school has at least one trained teacher capable of identifying learners with disabilities and guiding fellow teachers on inclusive practices,” he said.
He added that 70 schools have received braille-learning materials and that innovations in sign-language support are underway. On access, the minister urged parents to play a more active role in ensuring children with disabilities attend school.
He reiterated that the five centres of excellence under construction will provide specialised services, assessment centres, boarding facilities, and resources critical for learners with complex needs.
REB boss Nelson Mbarushima echoed the minister’s remarks, providing updates on progress made since last year’s dialogue.
“We have strengthened the capacity of teachers and schools to support learners with special educational needs. Every school now has an inclusive education focal teacher trained in identifying learning difficulties,” he said.
He added that learning materials have been upgraded, “REB has transformed traditional textbooks into accessible digital textbooks integrating audio, video, and sign-language content to support learners with sensory and other disabilities.”
On infrastructure, Mbarushima reaffirmed that the five new model schools will be equipped with accessible designs, specialised classrooms, assessment centres, and boarding facilities tailored to children with multiple, severe, or profound disabilities.
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