The Impact of Inclusive Education on the Learning Interest of Students with Hearing Impairments in Rwanda

This study investigated the effect of inclusive education on students’ interest in learning for students with hearing impairment. It employed mixt research approach. The targeted population was 451 students with a sample of 80. Questionnaires were used to collect quantitative data, while qualitative data were collected through the structured interview. The results of the bivariate regression analysis indicated that the variance (.667**) in the interest of learners with hearing impairment to learn is as a result of the linear combination of students with hearing impairment participating in discussions, adapting teaching methods to support students with hearing impairments, students with hearing impairment supported to build self-esteem, normal students feeling comfortable in interacting with colleagues, school community being aware of strategies to help and support students with hearing impairment. Also, the descriptive research design revealed that inclusive education significantly influences the learning interest of students with hearing impairments, improving their motivation, confidence, and social integration. The majority (98%) of respondents indicated that inclusive settings enhance students’ interest in learning and reduce stigma, showing the importance of creating a conducive environment where students with hearing impairments feel valued and capable. It is recommended that strategies be employed that stimulate the learning interest of learners with hearing impairment. Keywords: Differentiation Learning, Hearing Impairment, Inclusive Education, Learning Interest, Rwanda