Physical Environmental Barriers to School Attendance among Children with Disabilities in two Community Based Rehabilitation Centres in Rwanda

Background: It is estimated that more than 90% of children with disabilities in developing countries do not attend schools. Children with disabilities either do not receive any education or, if they do, it is often inappropriate. The aim of this study was to identify the physical Environmental barriers to school attendance by children with disabilities in two community based rehabilitation (CBR) centres in Rwanda. Method: A quantitative, cross-sectional, descriptive study was conducted to identify barriers to school attendance in two CBR centres. Parents/caregivers of children with disabilities participated in the study. The data was analysed using Statistical Package for the Social Sciences (SPSS).The level of significance (alpha) was set at α=0.05. Results: The long distance from home to the nearest school, and the status of the school physical environment were the major barriers to school attendance. Conclusion: To meet the Special Needs Education, strengthening existing measures to make a conducive physical environment would enhance school attendance among children with disabilities and subsequently the overall inclusive education.