ROLE OF COMMUNITY ENGAGEMENT ON IMPLEMENTATION OF INCLUSIVE EDUCATION PRACTICES IN RWANDA, A CASE OF GASABO DISTRICT

This study explored the role of community engagement in implementionof Inclusive Education practices in Gasabo District, Rwanda. The research investigated four key dimensions: community awareness, socio-economic factors, community participation, and social-cultural influences on Inclusive Education implementation. Through qualitative methodology, the study engaged 64 stakeholders, including headteachers, local leaders, and parents of children with and without disabilities, using purposive and convenience sampling methods. Data were analyzed using thematic, narrative, and interpretive approaches. Key findings revealed limited understanding of Inclusive Education concepts and practices among community members, with significant knowledge gaps in supporting children with disabilities. Socio-economic barriers, including resource constraints and high costs of specialized learning materials, created educational exclusion. Community participation was found to be insufficient, lacking structured engagement frameworks. Social-cultural factors showed persistent stigma and misconceptions, though community solidarity and religious values provided some support. The study recommends implementing long-term community awareness campaigns, engaging local and religious leaders to address cultural beliefs about disability, and developing strategies to overcome financial barriers in accessing Inclusive Education. Additionally, it emphasizes the importance of active parent-community engagement through regular communication and workshops. These findings contribute to the development of monitoring and evaluation frameworks for Inclusive Education programs and promote partnerships and help correct misconceptions about disability and highlight the benefits of inclusive education for all children by fostering campaigns among government agencies, educational institutions, civil society organizations, and community stakeholders in implementation of Inclusive Education practices in Rwanda.