Learning environment and social integration of students with special needs conditions in secondary schools. Huye District, Southern Province, Rwanda
| dc.contributor.author | Musengimana, Sylvestre | |
| dc.date.accessioned | 2019-12-19T08:04:07Z | |
| dc.date.available | 2019-12-19T08:04:07Z | |
| dc.date.issued | 2011-09 | |
| dc.description | A Thesis Presented to the School of Postgraduate Studies and Research Kampala International University in partial fulfillment of the requirements for the Degree Master of Educational Management and Administration | en_US |
| dc.description.abstract | This study aimed at investigating environment and the social integration of students with special needs conditions in Gatagara secondary school which is located in Huye district, Southern Province in Rwanda. Data was collected ifrom a population of students and teachers. A total sample comprising of 135 from which 119 students and 16 teachers was drawn. The speed of these students remains a limiting factor in note taking. In addition to that these students are also disadvantaged in practical courses. Some of the school infrastructures are not adapted to the students’ impairments. Another challenge is the lack of training of teachers in special education. As indicated by some respondents, these students are challenged to compete with their colleagues who are normal during the examination period where they are given the same examination time like others without taking into consideration their limited working pace which leads them to fail to finish their exams like others. Students with special needs conditions lag behind others in activities that require a high speed. With regards to social integration, the climate is good. Normal students cohabitate peacefully with students with special needs conditions. It was mentioned that normal students give a hand to the students with special needs conditions in helping them to take notes or wash their clothes for those in difficulties to cope up with the situation. In addition to that, there are various students associations and different social clubs. At the end of this study it is recommended that all teachers should be trained in special education and adapted infrastructures should be put in place to enable these students to participate in practical courses and in school entertainment activities. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/5610 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, Masters of Educational Management and Administration | en_US |
| dc.subject | Learning environment | en_US |
| dc.subject | Social integration | en_US |
| dc.subject | Students | en_US |
| dc.subject | Special needs conditions | en_US |
| dc.subject | Secondary schools | en_US |
| dc.subject | Huye District | en_US |
| dc.subject | Southern Province | en_US |
| dc.subject | Rwanda | en_US |
| dc.title | Learning environment and social integration of students with special needs conditions in secondary schools. Huye District, Southern Province, Rwanda | en_US |
| dc.type | Thesis | en_US |