The Ministry of Education is finalising a specialised curriculum for learners with cognitive and intellectual disabilities, a move expected to address longstanding gaps in inclusive education and provide recognition for learners following personalised education plans. The Minister of State for Education, Claudette Irere, said authorities are aware of the challenges facing learners with cognitive and intellectual disabilities and are working on a curriculum tailored to their needs. We are working on it because all learners do not all have the same learning abilities. In education development, we consider every category of learner, she said. ALSO READ: What is being done to improve access to inclusive education? According to the minister, the curriculum is in its final stages and awaits approval, while preparations for its implementation are also underway. It is not only about approving the curriculum but also ensuring it can be effectively implemented, Irere said. We have to assess whether schools are ready, whether we have enough trained teachers and how the curriculum will be delivered. Hope for learners following individual education plans Justin Nshimiyimana, Coordinator of the special needs school Ubumwe Community Centre, welcomed the development, saying it could transform learning opportunities for children with cognitive disabilities. We are pleased that a dedicated curriculum for learners with intellectual disabilities is nearing implementation and that considerable effort has gone into its development, he said. ALSO READ: Inclusive education: non-physical disabilities still a pressing challenge – officials Nshimiyimana noted that one of the centre's staff members is part of the team developing the curriculum, giving them confidence that it will soon be introduced. He explained that many children with cognitive or multiple disabilities cannot learn at the same pace as other learners and therefore follow an individual education plan tailored to their abilities. We support these children from nursery school to Primary Six, but they currently do not have the opportunity to sit for national primary leaving examinations or receive formal recognition because the assessments do not reflect what they have learned, he said. He believes the new curriculum will create a pathway for these learners to gain official recognition and provide teachers with a structured framework for supporting them. Learning at an individual pace Under an individual education plan, learners follow personalised lessons and objectives while remaining in the same classroom as their peers. For example, while most Primary One pupils may be learning to write numbers or consonant blends, a learner with an intellectual disability might instead focus on drawing a curved line. The lesson objective is simply for the learner to master that specific skill. Once the objective is achieved, the learner progresses to the next target. If not, the lesson is repeated until the skill is mastered, whether that takes 40 minutes, several weeks or even months, depending on the learner's abilities. Each learner is first assessed to determine their strengths and needs before an individual education plan is developed for the school year. Their progress records are then transferred to the next teacher or grade to ensure continuity in learning. Call for practical and inclusive implementation The Umbrella of Organisations of Persons with Disabilities in the Fight against HIV/AIDS and for Health Promotion (UPHLS) has also welcomed the initiative, stressing that the curriculum should be designed around the specific needs of learners with disabilities. François Xavier Karangwa, UPHLS Executive Director, said teaching methods should be flexible and accessible, incorporating approaches such as music, storytelling and shorter learning sessions for learners with cognitive and intellectual disabilities. It should not only be about introducing a new curriculum but also about making it simple and adaptable through different teaching methods, he said. Karangwa also called for greater emphasis on life skills and vocational competencies that match learners' abilities rather than overloading them with complex academic content. He stressed the importance of building teachers' capacity to deliver the curriculum effectively, saying specialised training would be key to its success.
