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.
TABLE OF CONTENTS PAGE
DECLARATION
DECLARATION I
APPROVAL SHEET
DEDICATION iv
ACKNOWLEDGEMENT v
ABSTRACT
LIST OF TABLES
TABLE OF CONTENTS
PAGE viii
CHAPTER ONE 1
THE PROBLEM AND ITS SCOPE 1
Background of the Study 1
Statement of the Problem 3
Purpose of the Study 3
Research Objectives 3
Research questions 4
Scope of the study 4
Significance of the study 4
Operational definitions of key terms 5
CHAPTERTWO 6
Review of literature 6
Introduction 6
Concepts, opinions, ideas from authors/experts 6
Theoretical perspectives
Studies about learning environment and social integration of students
with special needs conditions 10
CHAPTERTHREE 13
METHODOLOGY 13
Research Design 13
Research Population 13
Sample size 13
Data collection techniques 13
Validity and reliability of the data collection instruments 14
vHf
Data analysis technique .15
Data presentation 15
Ethical considerations is
Limitations of the study 16
CHAPTER FOUR 17
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 17
Presentation, analysis and interpretation of data from students and
teachers 17
Profile of respondents in terms of age, gender, type of disability,
qualification and experience in teaching 17
Factors affecting the social integration of students with special need
conditions in Gatagara secondary school 20
Specific needs of students with special needs conditions in their
learning environment in Gatagara secondary school 27
Available resources for social integration of students with special
needs conditions in Gatagara secondary school 32
CHAPTER FIVE 35
FINDINGS, CONCLUSIONS, RECOMMENDATIONS 35
Findings 35
Conclusion 37
Recommendations 39
REFERENCES 41
APPENDICES 44
Musengimana, S (2022). Learning Environment and Social Integration of Students with Special Needs Conditions in Secondary Schools. Huye District, Southern Province, Rwanda. Afribary. Retrieved from https://afribary.com/works/learning-environment-and-social-integration-of-students-with-special-needs-conditions-in-secondary-schools-huye-district-southern-province-rwanda
Musengimana, Sylvestre "Learning Environment and Social Integration of Students with Special Needs Conditions in Secondary Schools. Huye District, Southern Province, Rwanda" Afribary. Afribary, 12 Oct. 2022, https://afribary.com/works/learning-environment-and-social-integration-of-students-with-special-needs-conditions-in-secondary-schools-huye-district-southern-province-rwanda. Accessed 18 Dec. 2024.
Musengimana, Sylvestre . "Learning Environment and Social Integration of Students with Special Needs Conditions in Secondary Schools. Huye District, Southern Province, Rwanda". Afribary, Afribary, 12 Oct. 2022. Web. 18 Dec. 2024. < https://afribary.com/works/learning-environment-and-social-integration-of-students-with-special-needs-conditions-in-secondary-schools-huye-district-southern-province-rwanda >.
Musengimana, Sylvestre . "Learning Environment and Social Integration of Students with Special Needs Conditions in Secondary Schools. Huye District, Southern Province, Rwanda" Afribary (2022). Accessed December 18, 2024. https://afribary.com/works/learning-environment-and-social-integration-of-students-with-special-needs-conditions-in-secondary-schools-huye-district-southern-province-rwanda