Effective Teaching Practices and Competences of Students with Special Educational Needs in Basic Education Classrooms in Rwanda

Abstract: The purpose of this paper was to examine the effects of effective teaching practices and competences of students with special educational needs in basic education classrooms in Rwanda. Specifically, this research paper analyzed teachers’ centered method, practical exercises, and gestures for student with hearing impairment, sign language, well emplaced seats on competences of students with special educational needs in basic education classrooms in Rwanda. The Rwandan Ministry of Education and Rwanda Education Board will learn its effective teaching strategies to increases competences for students with special education needs.

Education officials and students themselves will understand their roles in implementing inclusive education for effective competence. Thus, teaching and learning methods will improve effective learning in sampled schools. The research methodology for this study consists of a descriptive research design using both qualitative and quantitative approaches. A sample size of 166 respondents was calculated using Slovene’s formula. Both purposive and simple random sampling were adopted. Results were analyzed in accordance with specific objectives. The study felt that 62.7% of students strongly agreed that their teachers used teacher's centered method, 63.5% of respondents strongly agreed that the practical exercise was adopted, 69.0% of students strongly agreed that teachers use gestures, 65.9% of students strongly agreed that their teachers use sign language and 68.3% of students strongly agreed that well emplaced seats are provided to students with visual impairment. In the same vein, 52.% of teachers strongly agreed that  they have adopted learners centered method, 42.0% of teachers strongly agreed that  they used practical exercise,44.0% of teachers strongly agreed that they used gestures, 44.0% of teachers strongly agreed that they have used sign language. Finally, 44.0% of teachers strongly agreed that they have provided well emplaced seats to students with visual impairment. Results presented demonstrated 70.6% of students strongly agreed that students with disability have developed psychomotor learning, 76.2% strongly agreed that students with disability have developed cooperation &communication, while76.2% strongly agreed that students with disability have increased creativity skills. Perception from teachers contradict with students. In this regard, 58.0% of teachers disagreed that students with the statement concerning the ability to learn out of school/classroom, while 742% agreed that students with disability have increased creativity skills. It was shown that the use of sign language is statistically affecting literacy learning skills for children with special educational needs since the p value is less than 0.05 (B=0.261; p value =0.068). Finally, practical exercises are statistically significant with Creativity of SEN (B=0. 231; p value=0. 060).

Keywords: Basic Education Classroom, Effective Teaching Practices, Students’ Competences; Students with Special Educational Needs. 

Title: Effective Teaching Practices and Competences of Students with Special Educational Needs in Basic Education Classrooms in Rwanda

Author: Faustin Mugiraneza, Cosmas B.F. Mnyanyi, Andala Opiyo Hesbon

International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)

ISSN 2349-7831

Vol. 9, Issue 2, April 2022 - June 2022

Page No: 76-87

Paper Publications

Website: www.paperpublications.org

Published date: 20-April-2022

DOI: https://doi.org/10.5281/zenodo.6472375