The right to education: challenges and perspectives on inclusive primary education for children with disabilities in Rwanda

Abstract

In 2008 Rwanda has ratified the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), which ensures the right to inclusive education in for children with disabilities in its Article 24. This thesis investigates the gap between the human rights obligation of Rwanda in terms of education for children with disabilities and its practical implementation. Although progress on the policy level as well as the practical implementation of these policies has been made in Rwanda, many challenges remain concerning inclusive education for children with disabilities. From collected field research data on the experiences of children, parents, teachers as well as disability organisations, challenges such as teacher shortages and teacher expertise, negative attitudes towards disability, lack of adequate infrastructure and inaccessible health services were identified. Furthermore, from policy analysis it became clear that policies are lacking conceptual and strategic clarity. In conclusion, this thesis recognises the progress already made by Rwanda towards education for children with disabilities; however the government as well as other stakeholders must continue the process of the progressive realisation of the right to inclusive education for children with disabilities in Rwanda.