Rwanda’s Minister of State in the Ministry of Education, Claudette Irere, has called on teachers and education officials to provide special support to learners with disabilities sitting for the 2025/26 national primary leaving examinations, ensuring they have the same opportunity to succeed as their peers.
To ensure equal access to the examinations, these learners are receiving a range of accommodations tailored to their individual needs. These include additional time to complete the exams, sign language interpretation, and other communication support to help them understand examination questions.
Assistive technologies are also being used to support learners with hearing, speech, and visual impairments, enabling them to access examination materials and respond effectively.
Speaking during the official launch of the examinations at GS Karembure School in the City of Kigali, Minister Irere emphasized the importance of inclusive education and urged teachers to play their part in supporting learners with disabilities.
“I would like to place special emphasis on supporting children with disabilities. As you know, no child should be left behind in our education system. These learners must receive the assistance they need. While the government has put support mechanisms in place, we also ask teachers to do their part,” she said.
The minister also encouraged parents to give all children sitting for the examinations adequate care during the exam period by allowing them enough time to rest, study effectively, and prepare well for their assessments.
Rwanda continues to promote inclusive education, with 43,663 learners with disabilities currently enrolled in schools across the country and receiving support to complete their education alongside other students.
However, Ministry of Education data for 2025 shows that the primary school pass rate among learners with disabilities stands at 60.1%, significantly below the national average of 75.6%, highlighting the need for continued efforts to improve learning outcomes for students with special educational needs.
