ANALYSIS OF INCLUSIVE EDUCATION PROGRAM ON SOCIO-ECONOMIC TRANSFORMATION OF PERSONS WITH DISABILITIES IN RWANDA (CASE STUDY OF NUDOR IN HUYE DISTRICT 2020-2024)

Abstract

This research aimed to analysis of inclusive education program to socio-economic transformation of persons with disability case study of NUDOR in Huye district, to achieve this, the study was guided by the following specific objectives: to analysis the contribution of inclusive education program to the socio-economic transformation of persons with disabilities in Rwanda. Analyze the challenges and gaps in current inclusive education program to socio-economic transformation of persons with disabilities. The research involved 120 participants, including 75 individuals with various disabilities, 25 opinion leaders and institutional representatives, and 20 community members. A combination of research techniques and methods was employed, including documentary analysis, observation, interviews, questionnaires, and sampling. The collected data was analyzed using descriptive, analytical, synthetic, statistical, and comparative methods. The findings reveal a generally positive perception of the inclusive education program, with 14.16% of opinion leaders and institutional representatives endorsing it. However, 4.16% of respondents indicated that the program's effectiveness was only moderate, primarily due to resource limitations, while 2.5% expressed concerns regarding challenges such as inadequate teacher training and the high costs of inclusive education materials. Despite these challenges, the community's perspective has shifted positively, with reduced discrimination and increased awareness of the rights of persons with disabilities, largely due to awareness campaigns. The study highlights the transformative power of education in driving socio-economic progress. All respondents (100%) agreed that inclusive education can contribute to societal transformation by ensuring equal access to education for all. The analysis of graduate outcomes from inclusive schools in Huye District demonstrated significant socio-economic advancement for persons with disabilities, with 16.6% of graduates continuing their studies, 33.3% securing employment, and 12.5% engaging in self-employment. These results underscore the diverse opportunities that inclusive education creates, enabling graduates to integrate into society and contribute to their communities. Despite these positive outcomes, continued efforts are required to address challenges such as inadequate infrastructure, limited resources, insufficient teacher training, and persistent social stigma. Addressing these barriers is essential to achieving the full potential of inclusive education and ensuring equal access to quality education for all students, regardless of their abilities. Organizations like the National Union of Disability Organizations in Rwanda (NUDOR) have been

instrumental in advocating for and supporting inclusive education, contributing to the socio- economic development of individuals with disabilities by providing access to education and

facilitating their involvement in community life. However, sustained commitment and resources are necessary to overcome remaining obstacles and ensure that inclusive education reaches all sectors of society, fostering sustainable development.