Scoping the barriers to implementing policies for inclusive education in Rwanda: an occupational therapy opportunity. Issue 4 (2nd April 2016)

• Record Type: Journal Article
• Authors: Talley, Lauren; Brintnell, E. Sharon
• Is Part Of: International journal of inclusive education. Volume 20:Issue 4(2016)
• Page Start: 364
• Page End: 382
• Publication Date: 2016-04-02
• Subjects: children with disabilities -- inclusive education -- occupational therapy -- Rwanda; Inclusive education -- Periodicals; Mainstreaming in education -- Periodicals; 371.9
• DOI: 10.1080/13603116.2015.1081634
• Languages: English
• ISSNs: 1360-3116

Abstract

Abstract : Introduction : Education is a fundamental right for all children, including those with disability [UN (United Nations).2013 . General Assembly, 68th Session. The Way Forward: A Disability-Inclusive Developmental Agenda Towards 2015 and Beyond: Report of the Secretary-General (A/68/95) . June 14. (Masthead). (2012 Readex microfiche).]. Rwanda has numerous policies for inclusive education but has not been successful in implementing these standards nationally. A multisectoral approach, including interdisciplinary liaisons, is cited to achieve inclusive education. Occupational therapy services recently introduced in Rwanda contribute to reducing obstacles and facilitating the transition of children with disabilities into mainstream classrooms. Overcoming the barriers to inclusive education requires first identifying them before solutions are postulated. Objectives : This research maps the literature to demystify the barriers to implementing national policies for inclusive education. Methods : A scoping approach guided by the Arksey and O'Malley [2005. "Scoping Studies: Towards a Methodological Framework." International Journal of Social Research Methodology 8: 19–32] five-stage methodological framework was employed. Results : Seven themes emerged that impede the adoption of inclusive education: financial constraints, physical barriers, insufficient teacher training, cultural attitudes and discrimination, over-reliance on foreign aid, inadequate policies and legislation and ignoring cultural context in policies. Future research : Using a multisectoral approach with occupational therapists, a strategic demonstration project is recommended to: (a) re-operationalise policies, (b) prepare the environment and community, (c) train teachers, and (d) evaluate outcomes. The findings have the potential to assist other regions in identifying challenges to, and adopting, inclusive education in the future.