Community‐level Responses to Disability and Education in Rwanda

Gender and accessibility in Rwanda and Malawi

“…These include women's agency in the ongoing move away from matrilineal societies [16], the inordinate impacts of famine on women [17], as well as the high social and economic burdens of HIV-AIDS on women [18]. The work on HIV in Malawi and gender violence in the Rwandan genocide both relate issues around the intersectionality of multiple marginal identities.…”

Investigation of practices to support the complex communication needs of children with hearing impairment and cerebral palsy in a rural district of Kenya: a case series

“…49.5% in Uganda (Hartley 1998), over 50% in Zimbabwe (World Health Organisation (WHO, 1997), and 52.5% in Kenya (Mung'ala-Odera et al 2006). Associated with cognitive impairment, autistic spectrum disorders and sensory or motor impairments, the nature of communication need may be complex and have a pervasive impact on the developing child, variously affecting social inclusion and access to education (Karangwa et al 2010), classroom participation (Ademokoya and Olujide 2007), and academic attainment (Olusanya et al 2006).…”

‘Boys don’t rule us’: exploring Rwandan girls with disabilities’ resistance to masculine dominance in school

“…Since 2000, the Rwandan government has formulated policies to enhance the rights of people with disabilities, trained teachers and community leaders on effective, age-appropriate, culturally responsive pedagogies and streamlined collaboration among grassroots NGOs and international bodies, all with the aim of improving the educational experiences of pupils with disabilities. Research suggests that inclusion in its fullest sense is important for Rwanda's advancement, from a political and human rights perspective (Karangwa, Miles, and Lewis 2010;Karangwa, Ghesquiere, and Devlieger 2007). In light of this, private-sector institutions and non-governmental organisations have increased their support for inclusive education.…”

“…Handicap International, VSO, UNICEF), religious charities (Catholic and Seventh-Day Adventist) and indigenous advocacy organisations (e.g. the Federation of Associations and Centres of Handicapped people of Rwanda (FACHR), Rwanda National Union of the Deaf, amongst others) now constitute a robust and expanding community of support for institutionalising inclusive education -though their efforts are often fragmented and sectarian (Karangwa, Miles, and Lewis 2010;NUDOR 2014). The current postgenocide reconstruction period (2000-present) presents an opportunity to strengthen work done in the previous phases, by prioritising the most marginalised groups in Rwandan society, including girls with disabilities.…”

“…A critical assessment of the small -but significant -field of disability studies in Rwanda reveals a few trends: (1) examinations of the relationship between disability and vulnerability (Miles 2013); (2) critiques of prejudice towards people with disabilities coded in language and social attitudes (Karangwa, Miles, and Lewis 2010); and (3) explorations Table 2. Historical developments of inclusive education in Rwanda.…”