Investigating the Impact of Inclusive Education Policies on Access to Education for Students with Special Needs Education: A Case of Bsvi and Rish Schools of Special Needs in Musanze District, Rwanda (2024-2025)

This study examines the impact of inclusive education policies on the access to education for students with special needs, focusing on BSVI and RISH schools in Musanze District, Rwanda. The research aims to explore how the implementation of inclusive education policies affects the educational opportunities for students with special needs. Using a mixed methods approach, the study gathers both qualitative and quantitative data from surveys, interviews and focus groups with teachers, school administrators, students and parents. The study hypothesized that effective implementation of inclusive education policies enhances educational access for students with special needs and further investigates the role of teacher training in improving teaching practices and student outcomes. Stratified random sampling was applied to ensure a balanced representation of teachers, administrators, students and parents, providing a comprehensive perspective on the challenges and successes in implementing inclusive education policies. While inclusive education policies are impactful, their effectiveness is closely tied to their implementation and continuous support. Teacher training, although beneficial, has a relatively smaller impact compared to infrastructure and policy support in enhancing educational access. This study fills a research gap by examining how these elements work together to improve educational access in Rwanda, where limited studies have addressed their combined effect. In conclusion, the research underscores the necessity of a holistic approach that integrates well trained teachers, adequate infrastructure and strong policy support to ensure equitable access to education for students with special needs. Keywords: Inclusion Education Policies, Special Education Needs