Effect of Inclusive Education Policies on Students’ Achievement in Inclusive Model Schools: A Case of Nyagatare District

Abstract

The researcher investigated the effect of inclusive education policies on students’ achievement in inclusive model schools in Nyagatare district, Rwanda. Specifically, this study intended to examine the effectiveness of school training, resources and accessible environment in executing inclusive education policies in inclusive model schools in Nyagatare district, Rwanda, To assess the level of students ‘social integration and students’ achievement in inclusive model schools in Nyagatare district, Rwanda and To determine the influence of inclusive education policies on academic performance among students in inclusive model schools in Nyagatare district, Rwanda. The total population was 979 individuals, with a total sample of 284 respondents from Nyagatare Districts schools. The researcher selected headteachers using purposive sampling approaches while selecting teachers and students using simple random methods while the findings were analyzed through SPSS version 21, and interpretations were made based on results given by respondents. To the first objective, results indicate that 61.4% strongly agreed and 25.6% agreed that adaptive teaching and learning resources indicate inclusive education policies, 81.8% strongly agreed and 18.2% agreed that appropriate teaching and learning environments indicate inclusive education policies, 68.2% strongly agreed, and 20.5% agreed that an inclusive education action plan indicates inclusive education policies. Finally, 63.6% strongly agreed and 22.7% agreed that inclusive education monitoring and evaluation indicate inclusive education policies. To the second objective, the study indicates that 56.8% strongly agreed and 25.0%  agreed that Enhancing social skills by my students indicates their level of students’ achievement in inclusive model schools , 79.5% strongly agreed and 18.2 % agreed that Improved academic performance of my students indicates their level of students’ achievement in inclusive model schools, 70.5 % strongly agreed and 18.2 % agreed that Reduced stigma and discrimination among my students indicate their level of’ achievement in inclusive model schools, and finally, 61.4 % strongly agreed and 25.0 % agreed that High tests, classwork, and exams the results for my students indicate their level of students’ achievement in inclusive model schools. For the third objective, the correlation matrix between independent variables (adapted teaching and learning resources, appropriate teaching and learning environment, inclusive education action plan, and inclusive education monitoring and evaluation) and dependent variables (Enhanced social skills, improved academic performance, high tests, classwork and exam results, and improved class participation) can show academic performance among students in inclusive model schools. Finally, they indicate positive significance since the p-value is smaller than 0.05. The study recommends that Schools should promote inclusive education by developing individualized support systems, investing in teacher training, and creating inclusive curriculums. Fair assessment methods, parental and community involvement, equitable resource allocation, policy implementation, student empowerment, and research promotion are essential for creating effective learning environments.