Abstract

This study investigated the level of community awareness in the implementation of Inclusive Education (IE) in Gasabo District, Rwanda. The study utilized qualitative methodology, 64 stakeholders including headteachers, local leaders, and parents of children with and without disabilities were selected through purposive and convenience sampling. Data were analyzed using thematic, narrative, and interpretive approaches. Findings revealed that limited understanding of Inclusive Education among community members hinders the support and integration of children with disabilities in inclusive education environment. The study recommends sustained community awareness campaigns, engagement of local and religious leaders to address cultural beliefs about disability, and strategies to mitigate financial barriers to access. It also underscores the need for active parent-community collaboration through regular communication and workshops. These findings inform the development of monitoring and evaluation frameworks and advocate for cross-sectoral partnerships to correct misconceptions about disability and promote the benefits of inclusive education to all learners in Gasabo District, Rwanda.