SOMA UMENYE ACTIVITY

INCLUSIVE EDUCATION WORKSHOP

JUNE 26-28, 2019

FINAL WORKSHOP REPORT

Contract No. AID-OAA-I-14-00055, Task Order AID-696-TO-16-00001 Cover photo: Participants on the final day of the inclusive education workshop. (Credit: Julia Huber for USAID Soma Umenye).

CONTENTS

Acronyms ...... 2 Introduction...... 4 Workshop Report ...... 4 Purpose of workshop ...... 4 Workshop summary...... 6 Next steps ...... 15 Annex A: Workshop agenda ...... 22

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ACRONYMS

CBC competence-based curriculum CFS child friendly services CWD children with disabilities ECD early childhood development ESSP Education Sector Strategic Plan HI Humanity and Inclusion IE inclusive education IEP individualized education plan MINEDUC Ministry of Education NCPD National Council of Persons with Disabilities NECDP National Early Childhood Development Program NUDOR National Union of Disability Organizations in Rwanda REB Rwanda Education Board RNUD Rwanda National Union of the Deaf RUB Rwanda Union of the Blind SEN special education needs SNE special needs education SNECO Special Needs Education Coordinator TTC teacher training college UDL Universal Design for Learning URCE University of Rwanda College of Education

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INTRODUCTION

The objective of Soma Umenye is to improve reading outcomes in Kinyarwanda for at least 1 million children in public and government-aided schools in Rwanda. Specifically, Soma Umenye will target all children in Grades 1-3 attending public and government-aided schools nationwide and ensure that at least 70 percent of students are able to read grade-level text with fluency and comprehension.

Soma Umenye is committed to supporting the Ministry of Education’s (MINEDUC) and Rwanda Education Board’s (REB) vision to ensure that all children, including those with disabilities and special education needs, have access to quality education. Building on the momentum gained from the January 2019 Cabinet approval of the Special Needs and Inclusive Education Policy, Soma Umenye, in partnership with MINEDUC and REB, convened a three-day workshop (from June 26-28, 2019) for a variety of stakeholders to identify critical next steps in the policy’s implementation plan.

WORKSHOP REPORT

PURPOSE OF WORKSHOP

The government of Rwanda has demonstrated commitment to supporting students with special educational needs (SEN) and those with disabilities. This commitment is reflected in the Ministry of Education’s (MINEDUC) Strategic Priority Number 7 of Education Sector Strategic Plan Framework for basic education (ESSP) 2018/19-2023/24, and specifically Outcome 7.2 which has a stated goal to “increase the participation and achievement of children with disabilities and SEN at all levels of education.” Additionally, the 2016 competence-based curriculum (CBC) was designed to be accessible to all students, including those with learning difficulties and disabilities.

The recent Cabinet approval of the Special Needs and Inclusive Education Policy (2019) demonstrates further renewal of the government of Rwanda’s commitment to supporting inclusive education for all students. This policy builds upon the previous special needs education policy (2007) and incorporates new and revised policies at the national and international level, including but not limited to the Rwandan Integrated Child Rights Policy (2011), Ministerial Order N° 007/2016 of 01/03/2016 determining modalities for special treatment of persons with disabilities in schools, and the Sustainable Development Goals.

Development partners and civil society organizations, in addition to REB and MINEDUC, currently implement a wide range of inclusive education activities. While these activities range from teacher training, to materials development, to school infrastructure adaptations, there is some overlap, which highlights the need for increased coordination between all stakeholders.

Against this backdrop, MINEDUC, REB, and Soma Umenye facilitated a workshop to bring together stakeholders and partners to develop structured, targeted, and harmonized interventions, grounded in the Rwandan context, to support inclusive education. With input from

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other stakeholders, Soma Umenye, MINEDUC, and REB developed the following objectives for the workshop:

1. Define realistic interventions that respond to the current context and constraints and can be successfully implemented (with the hope of impact and contributions towards a sustainable system of inclusive education) in the short term. These short-term interventions will be developed within the context and stated objectives of the Special Needs and Inclusive Education Policy (2019), along with its accompanying implementation plan, and will contribute to the execution of the implementation plan. 2. Provide partners and stakeholders a space to share existing tools and resources. 3. Strengthen processes for frequent knowledge sharing and collaboration within established networks and working groups.

The workshop convened a variety of stakeholders, including over 60 representatives from the government of Rwanda, teacher training colleges, national NGOs/civil society organizations, disability organizations, school representatives, implementing partners, and the private sector.

Inclusive Education Workshop Participants Government ministries Ministry of Education (MINEDUC) and education Rwanda Education Board (REB) institutions National Council of Persons with Disabilities (NCPD) National Early Childhood Development Program (NECDP) University of Rwanda College of Education (URCE) Teacher Training Colleges (Nyamata and Bicumbi) HVP Gatagara/Gikondo National NGOs and National Union of Disability Organizations in Rwanda (NUDOR) civil society Rwanda National Union of the Deaf (RNUD) organizations Rwanda Union of the Blind (RUB) International A Partner in Education development Chance for Childhood organizations, DFID implementing partners, DFID/Building Learning Foundations and private sector eKitabu Humanity and Inclusion Right to Play UNICEF USAID/Rwanda USAID Soma Umenye USAID Mureke Dusome/Save the Children USAID/World Vision/Australian Aid: All Children Reading Volunteer Service Overseas (VSO) VVOB Education for Development World Vision/Rwanda World Vision/USA

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Following discussions with MINEDUC and REB, several areas of the special needs education (SNE) policy were chosen as focus areas for the workshop:

1. Policy context and inclusive education framework 2. Identification of students with disabilities and special education needs 3. Strengthening teacher training and multidisciplinary support provisions to foster inclusive learning 4. Learning assessments of students with disabilities and special education needs 5. Leadership and coordination of inclusive education activities 6. Accessible digital content for students with disabilities and special education needs

Sessions 2-4 started off with an introduction and overview of the topic by representatives from government ministries (MINEDUC, REB, NECDP) and development partners. Following these presentations, participants formed several breakout groups to look at the related indicators in the policy’s implementation plan. Within their groups, participants identified some key next steps in order to move closer to meeting specific indicators. A summary of these next steps is presented towards the end of this report. Session 4 was led by Humanity and Inclusion, the co- chair of the Inclusive Education Working Group, and presented an overview of the working group’s goals. Finally, session 5 was a hands-on presentation on how to leverage accessible digital content for students with disabilities and special education needs.

WORKSHOP SUMMARY

Workshop Opening The Minister of Education, the Director General of REB, and the US Ambassador launched the Inclusive Education Workshop on June 26, 2019. Dr. Irénée Ndayambaje, Director General of REB, welcomed participants and thanked partners for their consistent support in addressing the

challenge of ensuring all children have access to quality education, including children with disabilities and special education needs. He emphasized the Soma Umenye. continued support needed to achieve this important goal.

In his opening remarks, Minister of Education Eugene Mutimura gave a call to action for development partners and the government of Rwanda to Alain Patrick Mwizerwa for USAID for Mwizerwa Patrick Alain

: work together to implement the Special Needs and Inclusive Education PHOTO policy. He recognized the workshop as From left to right: The Director General of REB, the Minister an opportunity for networking and of Education, and the US Ambassador to Rwanda opening the workshop harmonizing efforts, as this is the first time so many stakeholders working to promote the rights of those with disabilities have strategically looked at the policy. He stressed the importance of collectively reflecting on the progress made and challenges faced while 6

implementing the policy. He noted that inclusive education is not only important for children with disabilities and special education needs, but also helps to combat discrimination and promote diversity and participation.

US Ambassador to Rwanda Peter Vrooman expressed USAID’s commitment to working together with the government of Rwanda to ensure that all children, including those with disabilities and special education needs, have access to quality education. He said, “Disability is not inability.” He continued, “It is important to note that the benefits of a more inclusive education system extend to every single child. Of course, inclusive education will benefit people with disabilities, by including them, developing their capacity, and empowering them to maximize their own (and the country’s) development. But just as importantly, a more inclusive education system will benefit the classmates of students with disabilities immeasurably.”

Session 1: What? Policy Context and Inclusive Education Framework

Understanding the Policy Context The aim of this session was to provide participants with overview of both the SNE policy and Rwanda’s framework for inclusive education in order to set the stage for the remainder of the workshop. Mary Kobusingye, Special Education Needs Officer at MINEDUC, presented an overview of the SNE policy and its five goals, including related sub-goals. These goals and sub- goals are presented in the table below.

Goal Example Sub-goals 1. Promote conditions that permit increased - Provide alternative curricula and programs in enrollment, participation, and completion of special and inclusive schools, as well as in units schooling by learners with SEN in their in ordinary schools neighborhood community whenever possible 2. Promote quality education through - Establish procedures for early SEN relevant and appropriate planned special identification, assessment, rehabilitation, and needs and inclusive education programs that educational placement of learners with SEN in entail accessible curricular and appropriately schools resourced service provisions - Ensure that schools of excellence have the following functions: identification, assessment, guidance, and counseling for parents and students, in-service training for teachers, production of local teaching and learning materials 3. Establish mainstreamed and coordinated - Train skilled personnel mechanisms for planning, monitoring and - Establish data building unit for special needs evaluating quality and outcomes in special and inclusive education related services needs and inclusive education programs and - Make use of the national resource center for services SEN education assessment 4. Strengthen and standardize the existing - Continue provision of appropriate special needs and inclusive education instructional and assistive devices in 10 special initiatives and programs and enhance the schools and in mainstream schools for learners coordination and participation of local who have SENs 7

stakeholders in the implementation of special - Establish supportive partnerships and resource needs and inclusive education programs sharing in schools 5. Promote and prompt the development of - Develop environments that promote child collaboration and partnerships with friendly services (CFS) and inclusive education stakeholders and actors in special needs and (IE) qualities in community schools inclusive education, locally, regionally and - Include CFS and IE qualities in teacher training internationally programs

While she noted that the journey to draft and approve the policy, and its accompanying implementation plan, has been a long one, Ms. Kobusingye reiterated MINEDUC’s commitment to working with other government ministries, educational institutions, the local community, civil society, faith-based organizations, as well as regional and international actors in order to accomplish the goals of the SNE policy. She also noted that stakeholders should be cognizant of several cross-cutting issues, including advocacy, the importance of monitoring and evaluation, continued research on special needs and inclusive education, coordination among stakeholders, and capacity building.

A Rwandan Framework for Inclusive Education Following a presentation of the Special Needs and Inclusive Education Policy, Dr. Evariste Karangwa, Dean of the School of Inclusive and Special Needs Education at the University of Rwanda, provided participants with an overview of Rwanda’s framework for inclusive education and linked it to the current policy. Dr. Karangwa opened by noting that the definitions of inclusive education, special education needs, and disability often vary depending on the context. Rwanda’s definition of inclusive education is: “the process of addressing all learners’ special education needs in the mainstream education system.” He noted that three things are key to achieving quality inclusive education, including: (1) enabling policy strategies; (2) enabling learning, teaching, and rehabilitation environments; and (3) enabling community environments.

Following this, he provided some local context and, referencing MINEDUC and national statistics, explained that the dropout and repetition rates for children with disabilities are much higher than those for children without disabilities. Furthermore, children with disabilities are much more likely to never even attend school when compared to children without disabilities. Dr. Karangwa noted that these statistics could partly be explained by the fact that many Rwandan communities and families of children with disabilities and special education needs are still inadequately informed about services and provisions that are available to them.

To conclude his presentation, Dr. Karangwa provided participants with a brief overview of current courses offered by the School of Inclusive and Special Needs Education at the University of Rwanda. Graduates of these programs are skilled in inclusive and special needs education concepts, basic levels of braille and sign language, alternative teaching methods, and local resource production. However, Dr. Karangwa did note that many graduates are unemployed and encouraged participants to think about how to leverage their unique skills when designing future interventions.

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Session 2: Who? Identification of Students with Disabilities and Special Education Needs

Identification of students with disabilities and special education needs is important in supporting policy, planning, and program decisions. Understanding this population enables stakeholders to design targeted interventions to improve learning outcomes. There is currently a lack of data about students with disabilities and special education needs in Rwanda and the Special Needs and Inclusive Education Policy highlights this as a priority area.

Participants heard from Immaculée Kayitare, from the National Early Childhood Development Program (NECDP), who explained that NECDP is developing and piloting two different risk screening tools for early identification of children. These types of tools are important because, during the first years of life, even children who are showing typical development may be at risk and in need of early intervention services. Additionally, structured and intensive programs that focus on early targeting of children and families are generally the most successful. The first tool is a developmental risk screen tool to be used with children from birth to their third birthday. Ms. Kayitare explained that this particular screening tool is used to identify the possible presence of an undiagnosed condition. While this is the first step in a much more complex assessment process, the benefit is that it directs those who need further support to the right resources. It also identifies children who may not develop a delay or a disability down the line but require further monitoring. In this sense, the screening tool is not a diagnostic tool; it merely identifies risks. As Ms. Kayitare explained, and as participants later discussed, screening is important for early detection and early intervention as, when it is paired with an appropriate referral system, it minimizes the impact on the child and the family. The developmental screening tool is designed to be administered in the home/community by community-based professionals and volunteers.

NECDP also utilizes the Washington Group Child and Youth Functioning Questions which are designed to be used for children from birth up until their seventh birthday. Ms. Kayitare noted that the set of Washington Group Questions are globally accepted across cultures and they assess function (and level of difficulty) as opposed to a health condition or impairment. At the Global Disability Summit in London in 2018, Rwanda committed to using the Washington Group Questions in the upcoming 2022 census. NECDP has translated the Washington Group Questions to Kinyarwanda and noted the importance of making slight adaptations to questions to ensure that they are culturally relevant and appropriate. Similar to the developmental risk screen tool, the Washington Group Questions can be carried out by community-based professionals and volunteers.

Following a discussion on the available screening tools, Ms. Kayitare focused on the importance of developing referral pathways. Currently, Rwanda has not fully developed referral pathways; however, draft inclusive early childhood development (ECD) minimum standards include descriptions of (1) identification pathways and (2) support and referral pathways. Several services that would be included in the referral pathways include health services, social care services, and specialist services. At the school level, Ms. Kayitare noted the variety of educational institutions available to support students (ECD center/nursery, ordinary primary schools, ordinary secondary schools, TVETs, higher learning institutions, special schools); however, she stressed the importance of defining referral pathways for each of them. 9

Session 3: How? Strengthening Teacher Training and Multidisciplinary Support Provisions to Foster Inclusive Learning

The Status of Special Needs Education at Teacher Training Colleges (TTCs) Strengthening teacher training will allow for targeted and more effective instruction based on students’ learning needs, strengths, and weaknesses. To support this, REB has finalized a new special needs and inclusive education curriculum for all students at TTCs. Joan Murungi, Head of the Curriculum, Teaching and Learning Resources department at REB, provided participants with an overview of the new SNE curriculum. To provide some context, Ms. Murungi noted that before the 2019 TTC curriculum review, special needs and inclusive education was a topic within the Foundations of Education course. Following the review, special needs and inclusive education became a standalone subject taught in the four TTC tracks: (1) early childhood and lower primary education; (2) sciences and mathematics education; (3) social studies education; and (4) language education. The implementation of this new syllabus started with Year One TTC students in January 2019 and currently two periods per week are allocated to this syllabus. Key aspects and topics of the three-year syllabus are summarized below.

Year 1 Key principles and models of inclusive education Legal frameworks at the national, regional, and international level Roles and responsibilities of schools’ parents’ organizations (SGACs), the community, and the media in supporting inclusive education Introduction to braille and tactile transcriptions Introduction to Rwandan Sign Language Year 2 Approaches to teaching learners with visual and hearing impairments, including deaf-blind Dyslexia, dyscalculia, dyspraxia, dysgraphia, aphasia Teaching and learning approaches for speech and language difficulties, students with Down Syndrome, autism, and ADHD Gifted and talented learners Other educationally vulnerable children Intermediate Rwandan Sign Language Lesson planning for inclusive classes Year 3 Delivery, monitoring, and assessment of a lesson in an inclusive class Guidance and counseling services Identification, assessment, and referral of students with special education needs Individualized Education Plans (IEPs) Resource rooms Advanced Rwandan Sign Language Advanced braille

In the concluding remarks of Ms. Murungi’s presentation and in the discussion that followed with participants, several points were mentioned regarding the implementation of this curriculum. REB

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raised the issue that they are still in the process of developing a textbook, tutor’s guide, and specific teaching and learning materials to support the units within the curriculum. REB also noted that they intend to work with various partners and stakeholders to recruit tutors specializing in special needs education for the 2020 school year, train REB and MINEDUC staff in Rwandan sign language and braille, and work with demonstration schools for inclusive education.

Partners’ Experience with Teacher Training for Inclusive Education Following the overview of the new curriculum within TTCs, several partners shared their experiences conducting inclusive education teacher training. The goal of this session was to expose participants to a number of different ideas and share best practices and challenges. VSO, representing the DFID Building Learning Foundations (BLF) program, NUDOR, and UNICEF shared their experiences.

1. BLF BLF is a DFID-funded program that aims to improve the learning of English and mathematics of all children in P1-P3 in every government and government-aided primary school. BLF weaves inclusive education content throughout all aspects of their teacher training program; it is not treated as a standalone topic. Within the English and mathematics self-study toolkits to support the professional development of teachers, there is content on inclusive teaching in each of the units. Additionally, BLF and REB have developed a guide for identifying and helping students with learning difficulties and special education needs to be used by all P1-P3 English and mathematics teachers and tactile and visual teaching and learning materials for mathematics have been distributed to every school.

In direct response to the Special Needs and Inclusive Education Policy, BLF has also deployed Special Needs Education Coordinators (SNECOs) in five districts (two per district for 83 schools). These SNECOs are all graduates of URCE’s special needs education programs, and BLF is supporting them to establish good practices for identification and assessment as well as to strengthen inclusive teaching practice and school leadership. BLF plans to scale up this activity to one SNECO per district in 2020.

The ESSP also has a stated goal that all schools should have at least one teacher who is competent in inclusive education. BLF is working to identify focal teachers in the 83 selected schools to establish and strengthen good inclusive education practices at the classroom and school level. SNECOs will serve as trainers and mentors to these teachers.

2. NUDOR NUDOR began their session by reminding participants that the teacher plays a pivotal role in the classroom when it comes to ensuring that children with special needs and disabilities are included. In addition to delivering units of the curriculum, the teacher also plays a role in educating the community, identifying students with special education needs, referring these students to the appropriate service providers, and making sure that his/her classroom is interactive and engaging for all students.

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NUDOR currently works with a select number of model inclusive schools to deliver training to teachers on the following: (1) the rights of those with disabilities; (2) identifying children with potential disabilities; (3) braille and sign language. Additionally, NUDOR has completed some infrastructure projects to make schools more accessible for students with physical impairments. NUDOR has also developed key resources including an accessibility checklist and improvement plan for schools, inclusive education training manual, and standard profiles for children with disabilities.

To conclude their session, NUDOR highlighted some of the challenges that they’ve faced, including continued stigma of disabilities within communities, few multidisciplinary teams in schools, limited knowledge of teachers on braille and sign language, lack of special units and resource rooms in mainstream schools, and insufficient teaching and learning materials. Almost all of these challenges are recognized within the policy and they were further discussed in the breakout group session that followed.

3. UNICEF UNICEF’s approach to inclusive education teacher training focuses primarily on strengthening interventions at the policy level and modeling best practices. At the policy level, UNICEF and Humanity and Inclusion has supported REB and MINEDUC to develop several guides and manuals, including a teacher’s guide to inclusive education in pre- primary, primary, and secondary education, a training manual for teachers on special needs and inclusive education, and a national guide for the development of IEPs. UNICEF has also modeled inclusive education in 48 schools (including the training 1,400 teachers) with ongoing mentoring throughout the school year. Additionally, UNICEF worked within TTCs to train 400 tutors and 3,600 student teachers.

In the conversations that followed, participants discussed the benefit of involving and leveraging teachers who have disabilities themselves. Additionally, participants raised the issue that there are several inclusive education training manuals that have been developed by partners. For a teacher, this could potentially be overwhelming.

Session 4: Impact? Learning Assessments of Students with Disabilities and Special Education Needs

Accurately assessing the learning of students with disabilities and special education needs, through both formative and summative methods, will allow stakeholders to understand the effectiveness of inclusive education interventions. The aim of this session was to provide participants with a background on how REB approaches learning assessments for students with disabilities and special education needs. This session also highlighted challenges and strategies for proper assessments. Peter Gatare Gasinzigwa, Director of Arts and Humanities Subject Question Item Bank Unit at REB, began this session by reminding participants of the importance of assessments, both formative and summative, as all students need to be given the opportunity to demonstrate what they know and can do.

Mr. Gasinzigwa then provided participants with a brief history of how Rwanda has engaged with modified assessments for certain students. At the very beginning, before REB was established, the 12

Rwanda National Examinations Council (RNEC) only considered modified assessments for candidates with visual impairments. However, these candidates needed to know how to read braille and they also had to have their own machines to record their answers to the exam. He noted that this wasn’t easy as teachers often had to work quickly to transcribe the exam into braille only a few hours before the exam was due to start.

More recently, Mr. Gasinzigwa noted that REB has procured several braille printers in order to print exams in-house. He also noted several other accommodation services that REB provides for students who require modified exams and assessments:

• Removing unnecessary diagrams or questions that may require drawings and illustrations • Providing additional time • Using voice recorders to tape questions and responses for those who are visually impaired and unable to write with a braille machine • Scribing for those who are unable to write

Some participants noted that many schools, students, and parents may be unaware that REB offers assessment modifications and it was agreed that outreach and communication could be improved. Despite these additional provisions, REB still faces challenges when it comes to learning outcome assessment of students with disabilities and special education needs. Overall, there is a lack of capacity and knowledge to identify students with special education needs and this leads to a challenge in identifying the right kind of assessment modification. Additionally, staff are not competent in braille and sign language, making it difficult to proofread and mark exams.

Session 5: Cross-Cutting: Leadership and Coordination of Activities

Throughout the workshop, it became clear that there are many inclusive education activities taking place and leveraging the strengths and expertise of different stakeholders, under the leadership of MINEDUC and REB, will contribute to harmonized interventions. The Inclusive Education Working Group, co-chaired by REB and Humanity and Inclusion, facilitated this session and encouraged participants to think about ways of collaborating on strategic interventions moving forward.

Vincent Murenzi, of Humanity and Inclusion, stated that the overall goal of the working group is to provide technical advice to REB and enhance coordination in relation to improving access and quality of education of children with special educational needs and disabilities. Additional objectives include supporting REB with advocacy efforts and to provide a forum for sharing and learning between REB and inclusive education partners. Mr. Murenzi also laid out the working group’s future plans, which include mapping inclusive education initiatives to promote activities that are aligned with the new policy and the ESSP, analyzing findings and recommendations from Rwanda research studies, and providing technical advice to REB with regards to the planning and implementation of major bi-lateral education initiatives.

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Session 6: Accessible Digital Content for Students with Disabilities and Special Education Needs

All Children Reading: A Grand Challenge for Development The final session of the workshop provided participants with a hands-on opportunity to learn more about how to leverage accessible digital content for students with disabilities and special education needs. This session started off with an overview from Meron Menwyelet, program manager for All Children Reading: A Grand Challenge for Development. The Grand Challenge is a partnership between USAID, World Vision, and Australian Aid that aims to advance educational technology innovation and research to improve reading outcomes for marginalized children in low-resource contexts. Through a series of competitions, the Grand Challenge sources new solutions, tests them, and scales up what works. In one particular challenge, called “Sign on for Literacy,” Ms. Menwyelet explained that problem this was seeking to address was access to deaf education. Of the 32 million deaf children worldwide, approximately 80% of them do not have access to education and only 2% of them receive education in sign language. Examples of the winning

. innovations included a Kenyan Sign Language platform, a

eKitabu language-learning app for Nicaraguan Sign Language, and a

: platform that houses local sign languages from around the

PHOTO world through an open-content digital library. In another William Safari of NUDOR explores a challenge, innovators submitted ideas to propose business braille Orbit Reader device models that would increase the number of accessible books. Examples the winning innovations included a toolkit for developers and publishers to use and adapt when developing new accessible titles and a software that allows users to create accessible content. eKitabu: Accessible Digital Content eKitabu, one of the winners of the Grand Challenge, is a Rwandan, Kenyan, and US company that specializes in working with publishers and schools to produce accessible digital content. They started their presentation by linking digital content to the Special Needs and Inclusive Education Policy. Policy goals 6.5 Media of Communication and 6.8 Curriculum Adaptation both call for alternative methods of communication for students with disabilities and accessible digital content, including things such as eBooks (EPUB), multimedia, online and offline interactive activities, animations, and games. Referencing the Principles for Digital Development and the Marrakesh VIP Treaty, Will Clurman, CEO of eKitabu, stressed to participants that digital does not automatically mean accessible and that it is important to think of accessibility from the outset. eKitabu then introduced participants to key adaptations that they could make to digital content, utilizing Universal Design for Learning (UDL) principles, to ensure accessibility for all students. For example, for students who have print disabilities (blind, low vision, dyslexia), adaptations such as text to speech, audio narration, keyboard navigation, and braille ready formats can be made. 14

For students with intellectual disabilities, digital content can incorporate alternative layouts and alternative texts. For deaf students, digital content can utilize Rwandan Sign Language video, captions, and glossaries. During the demonstration portion of the presentation, eKitabu showed examples of these types of adaptations. Participants, specifically representatives from RNUD, RUB, and NUDOR (representing the deaf and blind), were encouraged to provide feedback on the usability and effectiveness of these adaptations. For example, eKitabu presented two options for adapting digital content for individuals with print disabilities: using a computer-generated voice and using an authentic African voice. Participants noted that the African voice may be more useful for students as it includes authentic pronunciation, intonation, and rhythm. Participants also discussed the benefits of thinking about accessibility from the outset when designing learning materials for students. eKitabu also noted that there are significant cost savings that come from born accessible publishing (materials that are accessible from the beginning) and digital distribution of these materials.

eKitabu also shared their accessible EPUB toolkit. This toolkit contains (1) a step-by-step guide on creating accessible digital content and (2) a collection of resources and templates. The step- by-step guide walks users through the whole process of developing EPUB content, including how to create image descriptions, accessible navigation, and dyslexic fonts. The resources section provides users with tips and tricks on how to navigate different software and create sign language videos.

NEXT STEPS

During the workshop, in breakout group sessions, participants debated and strategized on steps that needed to be taken to achieve some of the indicators and goals in the policy’s implementation plan. Breakout groups included participants from a variety of organizations to ensure that a cross-section of views was represented. Participants were given a template that included key indicators from the policy’s implementation Soma plan. The template guided participants to identify existing tools and resources as well as next steps.

A summary of the next steps that groups identified can be found on the following pages. Julia for Huber USAID

: Additionally, resources from the workshop (including PHOTO Participants identify next steps presentations) can be accessed at the following link: during a breakout group session http://tinyurl.com/inclusionrwanda

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Session: Identification of students with disabilities and special education needs Goal: To establish and support present schools of excellence for early SEN identification, assessment, and rehabilitation Reference in the Expected result: R. 2.1 Procedures for early SEN assessment, intervention and educational placements for all schools by 2022/23 implementation Strategy: a. Establishment of procedures and provisions for SEN identification, assessment, rehabilitation and other support services at school- plan: community levels, b. Provision for SEN assessment and record-keeping procedures Indicator from the Key partners, Tools/resources already developed Next steps Remaining questions Implementation stakeholders, and and used in Rwanda (3, 6, or 9 months) and comments Plan ministries 1. Tools for • HVP Gatagara multidisciplinary • Share and validate all tools Many of these resources identification of SEN team (MDT) approach • Establish team of experts to develop and next steps are for • REB/BLF guide and Pupil Record a harmonized approach to data in-school children. What form collection and identification before approach do we need to • MoH vision test moving forward take for out-of-school • NCPD and MoH classification • Establish clear protocols for schools, children? guide parents, and health centers to work • Washington Group Questions together to identify and assess (have been piloted in Rwanda)) children REB, MINEDUC, Trained SNECOs Harmonize NECDP approach (from • • MoH UNICEF, NECDP developmental risk birth up to primary school) • USAID, DFID, BLF, screening tool (currently in pilot NCPD, NUDOR, phase) Humanity and 2. SEN identification, Humanity and Inclusion study on Establish multidisciplinary teams in Who are the key players • • Inclusion, HVP assessment, cost of accessing rehabilitation every school that should be part of Gatagara, NECDP rehabilitation and all • MINALOC community-based • Establish special units in every school the multidisciplinary other intervention rehabilitation (CBR) guide to accommodate SEN needs team? records • Referral hospitals (mostly private) • Map different services both in and • MINEDUC 10 schools for outside education The education sector modelling assessment and support should be involved in • HVP Gatagara network/other early diagnostic efforts special schools and referral but not • IEPs through multidisciplinary necessarily do full teams assessments.

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Reference in the Goal: Capacity development for SN&IE services implementation Expected result: R.3.2 Established National Center for SEN support and referral services by 2022/23 at national level plan: Strategy: a. Provide SEN assessment services to the public and referral services to schools and schools of excellence Indicator from the Key partners, Tools/resources already developed 3 next steps that could be taken in Remaining questions Implementation stakeholders, and and used in Rwanda the next 3, 6, or 9 months and comments Plan ministries 3. Referral SEN • Kayonza special center for • Establish multidisciplinary teams in REB, MINEDUC, UNICEF, with assessment services assessment every school MoH UNICEF, MINEDUC and REB, is and resources • Multidisciplinary teams at some • Establish special units in every school USAID, DFID, BLF, piloting a referral plan in schools to accommodate SEN needs NCPD, NUDOR, 75 schools in the next • Assessment forms Humanity and six months. Inclusion, HVP Gatagara, NECDP 4. Highly skilled • URCE staff and graduates • Map different services both in and MIGEPROF and What’s the common personnel and • Health system outside education MINECOFIN definition that we should experts • Schools of excellence be working towards? • Map different services both in and outside education

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Session: Strengthening training and multidisciplinary support provisions to foster inclusive learning Goal: Improved access, enrollment, and retention rates in 9YBE & 12 YBE levels Reference in the Expected result: R.1.2 Provisions of appropriate SN&IE facilities in school communities by 2022/23 implementation Strategy: a. Provisions for itinerant support services, as well as Special Needs Education Coordination (SNECO) in schools of the same communities. plan: b. Institutionalize itinerant teaching, SNECOs Indicator from the Key partners, Tools/resources already developed Next steps Remaining questions Implementation stakeholders, and and used in Rwanda (3, 6, or 9 months) and comments Plan ministries 1. Recruitment program • SNE Teacher guidelines • Train SNECO at TTCs/URCE MINEDUC, REB, for itinerant support • TTC training programs • Refer to recruitment guidelines NUDOR, USAID, services and • URCE SNE/IE programs from the Ministry of Labor BLF, UNICEF, H&I SNECOs. • No recruitment program in place • Build capacity of SNECOs but BLF has recruited SNECOs • Develop role descriptions for from the pool of URCE graduates SNECOs and itinerant teachers SNECOs and itinerant • Introduce an element on how to be a SNECO or itinerant teacher in the teachers need approval URCE degree course from MINECOFIN in order to fund the positions. 2. Provisions for services • Does not currently exist • Pilot SNECO and itinerant teacher BLF. REB of itinerant educators role. Use learning to scale-up and and SNECOs within introduce the position in the the school system education system as district and sector employees. • Strengthen resource rooms

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Goal: Capacity development for SN&IE services Reference in the Expected result: R.3.3 Established SN&IE resource production unit for teacher training and school provisions by 2022/23 implementation Strategy: b. Providing complementary support to the training programs by availing opportunities for trainees to conceive, design, and produce plan: educational resources for learners with SEN. Indicator from the Key partners, Tools/resources already developed Next steps Remaining questions Implementation stakeholders, and and used in Rwanda (3, 6, or 9 months) and comments Plan ministries 3. Practical skills • TTC SN&IE curriculum • Train TTC tutors on the new URCE, UNICEF, H&I, development • Training manual by H&I SNE curriculum REB, MINEDUC, programs for SN&IE • SN&IE awareness raising toolkit NCPD, MoH, trainees • Adapted curriculum for learns development partners with cognitive and developmental delays

Reference in the Goal: Improved quality in SN&IE services implementation Expected result: R.4.1 Provision of appropriate instructional and assistive resources plan: Strategy: Provision of trained and specialized personnel Indicator from the Key partners, Tools/resources already developed Next steps Remaining questions Implementation stakeholders, and and used in Rwanda (3, 6, or 9 months) and comments Plan ministries 4. Resource room staff • H&I/UNICEF guide on how to • Consider SNECOs training MINEDUC, BLF, H&I, Not quite related but can in inclusive and CFS create resource rooms resource room managers or a UNICEF, MINALOC- the government take • H&I training on resource room more sustainable approach funds allocated to ownership of special management • Select resource room staff from districts, MOH for schools and fund them? • Job description for resource room amongst the teachers - this could cross-sectoral manager be a role of the focal teacher to collaboration • Resource Room TOT on these lead other teachers and could be materials included in the focal teacher toolkit as a unit (How to create a Resource Room and mobilize)

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5. Multidisciplinary and • REB guide on who should • Define list of personnel to be MoH, MINEDUC, Personnel to consider as support personnel "ideally" be in an MDT included in the MDT NGOs part of the MDT: doctor, • Define the methodology: nurse, physiotherapist, when/where/how often should the occupational therapist, MDT meet? speech pathologist, social • Ensure different personnel and worker, clinical specialist, professionals intervene in special teacher, parents, multidisciplinary team especially in head teacher 1st assessment and evaluation • Provide MDT with adapted and Could the MDT be linked specialized equipment to assess to the proposed national disability assessment center? • Financially support schools that are helping children with disabilities

Goal: Promote inclusive/child-friendly school approaches Reference in the Expected result: R.5.1 Develop inclusive/child friendly school programs for all school communities by 2022/23; R.5.3 Inclusion of CFS/IE qualities implementation in teacher training programs by 2022/23 plan: Strategy: a. Promotion of inclusive/child friendly school qualities and values in all schools b. Integration of CFS principles and inclusive education methodologies in both pre and in-service teacher training modules and programs Indicator from the Key partners, Tools/resources already developed 3 next steps that could be taken in Remaining questions Implementation stakeholders, and and used in Rwanda the next 3, 6, or 9 months and comments Plan ministries 6. Training programs for • BLF guide on identifying students • Develop textbooks and teaching URCE, TTCs, Where’s the best place TTC and UR with with disabilities and learning materials for TTCs MINALOC (Districts), to recruit for tutors – CFS and IE values • SN & IE TTC curriculum from • Survey of current tutors and USAID, UNICEF, HI graduates of the URCE and qualities REB and URCE recruitment and training of special education potentially new tutors course? • Develop resource centers in TTCs • Recognition of excellence in SNE

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Session: Learning assessments for students with disabilities and special education needs Goal: Improved quality in SN&IE services Expected result: R.4.2 Established accessible and flexible school curricula, appropriate teaching and learning approaches in 100% of special and Reference in the inclusive/child friendly schools, as well as SNE units implementation Strategy: a. Provisions for the development of school curricula that allows diversity of teaching approaches, differentiation of the content taught, and plan: use of different learning materials b. Provisions for the development of the school curriculum that is adaptable to diversity in learning abilities. c. Provision for school curriculum and programs that promote inclusive values and accommodation of different levels Indicator from the Key partners, Tools/resources already developed Next steps Remaining questions Implementation stakeholders, and and used in Rwanda (3, 6, or 9 months) and comments Plan ministries 1. Flexible curriculum • CBC has inclusive education as a • Train people in charge of MINEDUC, REB, Flexible curriculum that allows cross-cutting issue developing curriculum NGOS and includes flexible: accommodation of • Special needs and inclusive • Develop teaching aides, learning development partners, • teaching diversity in learning education teacher’s guide resources and assistive technology higher learning methods • Special Needs assessment tool that may help CWDs institutions, UNICEF, • classroom developed with VSO and • School level support on IEPS and UNESCO, USAID, setting Humanity and Inclusion differentiation World Bank, NUDOR • communication • IEP tool • Better advocacy on exam support • timing • Inclusive education practice provisions from REB so these • teaching aids checklist provisions are known by all schools • learning • Resource room practice guide • Exam results aggregated to show assessment Parent and community SEN performance • • assessment involvement guide Organize REB's online portal to • methods Curriculum for children with ensure there is a SNE page/section • learning difficulties Harmonize, adapt, validate, approve • How can we support and disseminate existing tools assessment against an Alternative certificates for • IEP? completing P6

Overall need to strengthen the assessment and progression of CWDs.

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ANNEX A. WORKSHOP AGENDA

Agenda: Inclusive Education in Rwanda

Working together to ensure every child has access to quality education

Day 1 – June 26 Facilitator 8:30 – 9:00 Arrival and registration REB/Soma Umenye 9:00 – 9:10 Introduction DG REB 9:10 – 9:25 Welcome remarks Minister of Education, MINEDUC 9:25 – 9:40 Keynote address U.S. Ambassador 9:40 – 10:00 Break Session 1 – What? Policy context and inclusive education framework 10:00 – 10:10 Overview of the workshop Emmanuel Bamusananire, REB 10:10 – 10:40 Overview of the Revised Special Mary Kobusingye, MINEDUC Needs Education Policy 10:40 – 11:30 What is inclusive education? Presenting an inclusive education Dr. Karangwa, University of Rwanda framework with links to the Rwandan policy Session 2 – Who? Identification of students with disabilities and special education needs 11:30 – 12:15 What do we know and what are the gaps? Overview of referral system: Immaculée Kayitare, NECDP What happens after identification and screening? 12:15 – 1:15 Lunch 1:15 – 1:45 Overview of breakout group Triphine Munganyinka, USAID/Rwanda structure 1:45 – 3:00 Breakout groups: implementation plan All 3:00 – 3:20 Break 3:20 – 4:20 Whole group: review Triphine Munganyinka, USAID/Rwanda 4:20 – 4:45 Wrap-up REB/Soma Umenye Day 2 – June 27 Facilitator 8:30 – 9:00 Recap of Day 1 and agenda for Day 2 Emmanuel Bamusananire, REB Session 3 – How? Strengthening teacher training to foster inclusive learning 9:00 – 10:00 Overview of the new SNE curriculum Joan Murungi, REB at TTCs and discussion 10:00 – 10:20 Break 10:20 – 11:20 Roundtable: What’s worked well? NUDOR, UNICEF, VSO/BLF Mini presentations from partners on teacher training for inclusive education

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11:20 – 12:30 Breakout groups: implementation plan All 12:30 – 1:30 Lunch 1:30 – 2:15 Whole group: review Winnie Muhumuza, USAID Soma Umenye Session 4 – Impact? Learning assessments of students with disabilities and special education needs 2:15 – 3:00 Best practices for assessing the Peter Gasinzigwa, REB learning of students with disabilities and special education needs and a discussion of what the new policy says about assessment 3:00 – 3:20 Break 3:20 – 4:20 Breakout groups: implementation plan All 4:20 – 5:05 Whole group: review Winnie Muhumuza, USAID Soma Umenye 5:05 – 5:20 Wrap-up REB/Soma Umenye Day 3 – June 28 Facilitator 8:30 – 8:45 Recap of Day 2 and agenda for Day 3 Emmanuel Bamusananire, REB Session 5 – Cross-Cutting: Leadership and coordination of activities 8:45 – 9:15 Overview of objectives and plans for the Inclusive Education Working Humanity and Inclusion Group 9:15 – 10:00 Activity mapping exercise David Rugaaju, Right to Play Session 5 – Accessible Digital Content for Students with Disabilities 10:00 – 10:45 Welcome from All Children Reading (USAID, World Vision, Australian Government)

Introduction to Accessible Digital Content eKitabu 10:45 – 11:00 Coffee break and discussion 11:00 – 12:00 Accessible Digital Content: How it works, how it can help get all children reading 12:00 – 1:30 Lunch 1:30 – 2:30 Session wrap up & next steps 2:30 – 3:00 Workshop closure REB/Soma Umenye

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