Perception of Inclusive Education Among Ordinary Level Mathematics Teachers and Students: A Case Study of GS Muramba, Macuba Sector, Nyamasheke District, Rwanda
DOI:
https://doi.org/10.53983/ijmds.v15n02.004Keywords:
inclusive education, perception, special educational needs, mathematics, secondary schools, Rwanda, NyamashekeAbstract
Purpose: This study investigates the perceptions of ordinary level students and mathematics teachers toward inclusive education at GS Muramba, a public secondary school in Macuba Sector, Nyamasheke District, Rwanda. Methodology: A concurrent mixed-methods design was adopted. Using Alain Bouchard's sampling formula, 88 students and 19 teachers were selected from a total population of 1,138. Data were collected simultaneously through structured questionnaires (teachers) and semi-structured interviews (students and school leaders), then analysed using descriptive statistics and content analysis. Findings: The results reveal that both teachers and students exhibit largely indifferent or negative attitudes toward inclusive education, driven principally by limited awareness, inadequate training, and financial constraints. A significant proportion of parents (37 of 44) and students (26 of 44) preferred special schools over inclusive settings. All respondents confirmed that financial barriers substantially shape perceptions of inclusion's feasibility. Parental involvement was universally recognised as a determinant of inclusive outcomes, with all respondents agreeing that family engagement improves academic motivation and social acceptance among learners with disabilities. Conclusion: Genuine inclusive education in Rwandan secondary schools requires systemic investment in teacher training, adaptive learning resources, and sustained community sensitisation campaigns. The paper presents tiered recommendations for policymakers, school leaders, teachers, and communities.
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