In Rwanda, the education of children with Autism presents a significant challenge for both parents and education authorities. Although some progress has been made in addressing this issue, children with Autism continue to face serious obstacles in their education, primarily due to a lack of necessary resources, and the scarcity of appropriate and affordable schools.
Umuhoza Diane, a mother of two children with Autism, explains that providing education for her children has been a challenging and costly endeavor. Working with organizations like Autisme Rwanda, she aims to help her children transition out of their own world, but this requires significant dedication and financial investment. She mentions that the monthly tuition fee for one child is 165,000 Rwandan Francs, not including food, which makes it particularly difficult for low-income families to afford proper education for their children.
Munyamahoro Placide, a teacher for children with Autism at HVP Gatagara, emphasizes the need for a tailored approach to teaching these children, where each child’s behavior and needs are carefully considered. He suggests that each classroom should have at least two teachers and no more than 12 to 13 children in order to create space for individualized attention. However, he points out the lack of sufficient teaching materials, which remains a significant barrier to effectively supporting these children’s learning.
Umutoni Larissa, the director of the Rwanda Parents of Children with Autism Association (RPIA), highlights the severe shortage of schools for children with Autism. She explains that, although some progress has been made, many schools are either unavailable or too expensive for most families. However, she commends the Ministry of Education for taking steps to address these challenges, particularly by supporting initiatives to build more specialized schools.
Dr. Rose Baguma, the Director General for Policy and Planning at the Ministry of Education, agrees that the education of children with Autism requires a coordinated effort from all sectors: government, non-governmental organizations, and stakeholders. She stresses the need for highly skilled teachers and adequate resources to ensure these children receive a proper education. Dr. Baguma also points out that although a single child may require two or three teachers, this is a necessary investment in their future, and that there needs to be a comprehensive national strategy to support their development.
The Ministry of Education acknowledges that while there are still few and expensive schools for children with Autism, there are plans underway to build more specialized institutions, which will provide opportunities for these children to receive appropriate education. Nevertheless, continued collaboration between government agencies, non-governmental organizations, and the community is essential to ensure that children with Autism in Rwanda have the support they need to succeed.
Despite the ongoing challenges, there is hope for the future. Children with Autism are gradually being given the opportunity to overcome difficulties and succeed in life, a crucial step forward for Rwanda’s society. As these children progress in their education, they will be able to contribute meaningfully to their communities and the country as a whole.
