Learning Environment and Social Integration of Students with Special Needs Conditions in Secondary Schools. Huye District, Southern Province, Rwanda

ABSTRACT This study aimed at investigating environment and the social integration of students with special needs conditions in Gatagara secondary school which is located in Huye district, Southern Province in Rwanda. Data was collected ifrom a population of students and teachers. A total sample comprising of 135 from which 119 students and 16 teachers was drawn. The speed of these students remains a limiting factor in note taking. In addition to that these students are also disadvantaged in practical courses. Some of the school infrastructures are not adapted to the students’ impairments. Another challenge is the lack of training of teachers in special education. As indicated by some respondents, these students are challenged to compete with their colleagues who are normal during the examination period where they are given the same examination time like others without taking into consideration their limited working pace which leads them to fail to finish their exams like others. Students with special needs conditions lag behind others in activities that require a high speed. With regards to social integration, the climate is good. Normal students cohabitate peacefully with students with special needs conditions. It was mentioned that normal students give a hand to the students with special needs conditions in helping them to take notes or wash their clothes for those in difficulties to cope up with the situation. In addition to that, there are various students associations and different social clubs. At the end of this study it is recommended that all teachers should be trained in special education and adapted infrastructures should be put in place to enable these students to participate in practical courses and in school entertainment activities.

TABLE OF CONTENTS PAGE

DECLARATION

DECLARATION I

APPROVAL SHEET

DEDICATION iv

ACKNOWLEDGEMENT v

ABSTRACT

LIST OF TABLES

TABLE OF CONTENTS

PAGE viii

CHAPTER ONE 1

THE PROBLEM AND ITS SCOPE 1

Background of the Study 1

Statement of the Problem 3

Purpose of the Study 3

Research Objectives 3

Research questions 4

Scope of the study 4

Significance of the study 4

Operational definitions of key terms 5

CHAPTERTWO 6

Review of literature 6

Introduction 6

Concepts, opinions, ideas from authors/experts 6

Theoretical perspectives

Studies about learning environment and social integration of students

with special needs conditions 10

CHAPTERTHREE 13

METHODOLOGY 13

Research Design 13

Research Population 13

Sample size 13

Data collection techniques 13

Validity and reliability of the data collection instruments 14

vHf

Data analysis technique .15

Data presentation 15

Ethical considerations is

Limitations of the study 16

CHAPTER FOUR 17

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 17

Presentation, analysis and interpretation of data from students and

teachers 17

Profile of respondents in terms of age, gender, type of disability,

qualification and experience in teaching 17

Factors affecting the social integration of students with special need

conditions in Gatagara secondary school 20

Specific needs of students with special needs conditions in their

learning environment in Gatagara secondary school 27

Available resources for social integration of students with special

needs conditions in Gatagara secondary school 32

CHAPTER FIVE 35

FINDINGS, CONCLUSIONS, RECOMMENDATIONS 35

Findings 35

Conclusion 37

Recommendations 39

REFERENCES 41

APPENDICES 44