Barriers of Inclusive Society of Children and Adolescents with Disabilities: “Case of Rwanda.”

Abstract

Background: Children with disabilities are more vulnerable and face more challenges due to lack of necessity and support for social dimension inclusion.
Objective: This study aimed to explore the barriers of inclusive society of children and adolescents with disabilities in Rwanda.
Methods: This study was conducted under a cross-section study design using a qualitative method with Focus group discussion (FGD) and in-depth interview approach, 215 study respondents were included using Yamane sample size and stratified sampling was used to get representativity from children with and without disabilities, parents with and without children with disabilities and key informants composed by professionals.
Results: The results revealed that 12 interrelated sub-themes emerged, which were all summarized into three main themes: attitudinal and social perception barriers, structural and societal norm barriers, and family dynamics and decision-making barriers. The findings revealed that the understanding of disability and differences was dominated by negative attitudes, stereotypes, and devaluing names attributed to children with disabilities, which were linked with negative societal image and led to family conflicts. Family negligence and lack of socialization in the same playgrounds and schools with others increased social distance, unequal opportunities, and isolation of children with disabilities.
Conclusion: This study conclusion highlights persistent barriers to an inclusive society of children with disabilities in Rwanda, encompassing negative societal images, attitudes, and structural norms, including social distance for children and adolescents with disabilities. These challenges stem from societal perceptions and a limited understanding of disability, resulting in the marginalization of families with children with disabilities.
Contribution: This study findings highlight the significance of children and adolescent with disabilities society inclusion by removing barriers such as social distance and minimizing the stigma, discrimination, devaluing names to ensure that children and adolescent with disabilities (CAWD) are in the mainstream school, have equal opportunity and accommodative assistive devices and increase the family support to reduce the family conflict and improve the demographic dividend.