Strategies for Reducing Dropout Rate of Learners with Mild Intellectual Disabilities in Inclusive Primary Schools in Rwanda

Abstract

Children with Mild Intellectual Disabilities (MID) are attending inclusive schools in greater numbers than before, but their dropout rate is significant leading to low level of primary school completion in Rwanda. The purpose of this study was to identify strategies for reducing dropout rate of learners with Mild Intellectual Disabilities in inclusive primary schools in Bugesera District, Rwanda. The study used a descriptive survey design. The target population was 195 respondents. A sample size of 62 respondents was obtained through purposive sampling, stratified random sampling and simple random sampling techniques. Data were collected using questionnaire, interview, lesson observation schedule and focus group discussion. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed using thematic analysis approach. The findings indicated that teachers were not professionally trained to teach learners with MID. They were not using recommended teaching methods for learners with MID. Furthermore, special teaching/ learning materials were unavailable. No additional financial support was allocated to schools to support educational needs of learners with MID. Introducing Special Needs Education courses in Teacher Training Colleges and conducting regular in service training on teaching methodologies would reduce the dropout rate of learners with MID. Moreover, providing additional funding for schools accommodating learners with MID would facilitate schools to purchase specialized teaching and learning materials. Regular supervision of inclusive education would ensure sustainability of the inclusive education initiative.