Scoping the barriers to implementing policies for inclusive education in Rwanda: an occupational therapy opportunity

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.

Keywords:

• children with disabilities
• inclusive education
• occupational therapy
• Rwanda

Notes on contributors

Lauren Talley recently graduated as a Master of Occupational Therapy at the University of Alberta. Her research interests are in globalisation, global health, HIV, disability, inclusive education and occupation. She is currently pursuing her research as a Ph.D. student at the University of Toronto in the Rehabilitation Sciences Institute.

E. Sharon Brintnell is a professor in the occupational therapy programme at the University of Alberta. She is the immediate past President of the World Federation of Occupational Therapy. While she is a global leader implementing occupational therapy programmes internationally, she also acts as a researcher in Canada. Her research interests are with people with fetal alcohol spectrum disorder (FASD), including transitioning youth and in compassion fatigue.