More than 4,200 teachers across Rwanda have received specialised training to strengthen the early identification and support of children with disabilities, a move expected to improve inclusive education and ensure learners receive timely interventions. Irénée Muyizere, Director of the Special Needs and Inclusion Unit at the Rwanda Basic Education Board (REB), said the initiative addresses gaps in the School Data Management System, which has not adequately captured information on learners with disabilities. ALSO READ: Rwf24bn plan to boost access to education for children with disabilities He noted that many schools have lacked appropriate assessment tools, trained personnel and clear screening guidelines. One teacher from every public and private school has received specialised training to strengthen the early identification of developmental challenges and disabilities among children, Muyizere said. She explained that the 4,207 trained teachers, working with parents, will use standardised screening questions to identify children with disabilities early and record the information in the School Data Management System. Muyizere said early identification would increase the enrolment of children with disabilities in pre-primary education, allowing them to access interventions that stimulate development and minimise the long-term impact of disabilities. He added that improved data would also enable more tailored support. For example, one learner may be partially visually impaired while another is totally visually impaired. Their needs are different. One may require Braille, while another may benefit from a magnifier, he said. The improved database will also help development partners target assistance more effectively. If a partner has wheelchairs, we can easily identify where they are needed through the data system. It will improve planning, he said. Study highlights persistent barriers A study by the African Child Policy Forum (ACPF), in partnership with CLADHO, found that many children with disabilities continue to face barriers related to accessibility, early identification, inclusive learning environments and negative social attitudes. The study, supported by the LEGO Foundation, examined disability-inclusive pre-primary education in Ethiopia, Kenya, Rwanda and Sierra Leone. ALSO READ: National exams: How learners with disabilities get extra support Weak early identification and screening systems and fragmented support services mean many children go undetected until primary school or later, missing the critical window for early intervention, the report, released last week, states. Prof. Evariste Karangwa, Dean of the School of Inclusive and Special Needs Education at the University of Rwanda, said teacher preparedness remains a major challenge. Teachers and caregivers are often not qualified to support children with disabilities. Overcrowded classrooms make the situation worse, and early screening remains limited, he said. Specialised curriculum due in September The Ministry of Education is finalising a specialised curriculum for learners with cognitive and intellectual disabilities, expected to be introduced in September. ALSO READ: Activists push for subsidised education for autistic children According to Muyizere, the stage-based curriculum will replace the Competence-Based Curriculum for these learners, removing barriers and allowing them to progress at a pace suited to their abilities. There will be no burden on a child to achieve what they cannot manage. They will learn and graduate, she said. The programme will run in three two-year stages, equivalent to six years of primary education. Learners will sit national examinations and, depending on their performance, progress to pre-vocational training. They may specialise in practical skills such as tailoring, focusing on tasks like fixing buttons or cutting fabric, which can help them enter the labour market, Muyizere said. The initiative complements the government's plan to invest Rwf24.8 billion by 2029 to improve education for children with disabilities through special schools, resource and assessment centres, and expanded inclusive education. The plan includes Rwf18.66 billion for five special schools serving children with autism and other cognitive disabilities, Rwf3.75 billion for 20 resource and assessment centres, and Rwf2.40 billion to strengthen inclusive education. Justin Nshimiyimana, Coordinator of Ubumwe Community Centre Special Needs School, said continued investment in teacher training and community awareness is essential. There is a need to train teachers and caregivers on adapted curricula and inclusive pedagogy, while promoting the enrolment of children with disabilities and monitoring community attitudes, he said. The National Standards for Early Childhood Development, led by the National Child Development Agency (NCDA), are also supporting efforts to promote disability-inclusive pre-primary education.
