Assessing teacher training college tutor’s awareness of learning difficulties at a selected College in Rwanda

Authors

  • Edmore Chingwe Rwanda Basic Education Board
  • Sibonokuhle Ndlovu Rwanda Basic Education Board
  • Webster Mudzingwa Rwanda Basic Education Board
  • Jean Nizeyimana Rwanda Basic Education Board

DOI:

https://doi.org/10.38140/ijsie.v2i1.1743

Keywords:

Awareness, Dyscalculia, Dysgraphia, Dyslexia, learning difficulties

Abstract

This study assesses Teacher Training College Tutors’ (TTCTs) awareness of three learning difficulties (dyslexia, dyscalculia, and dysgraphia). The study sample consisted of twenty tutors at one Teacher Training College (TTC) in Rwanda. Awareness of learning difficulties was assessed through a mixed-method approach. Data was analysed using thematic and descriptive statistical techniques. Tutors were found to have an overall average awareness score of 85%. The awareness of dyslexia, dyscalculia, and dysgraphia stood at 76%, 84%, and 90%, respectively. Tutors’ awareness of strategies for mediating learning difficulties stood at 91%. TTC faced numerous challenges in the teaching and learning of students with learning difficulties. These included inadequate teaching and learning resources, training, and a packed timetable. Although tutor awareness of learning difficulties is high, tutors appear not to know much about some elements. Therefore, TTC should conduct more staff development sessions on learning difficulties in collaboration with relevant stakeholders.

References

Acheampong, E., Yeboah, M., Anokye, R., Adusei, A. K., Naadutey, A., & Afful, B. F. (2019). Knowledge of basic schoolteachers on identification and support services for children with dyslexia. Journal of Indian Association for Child Adolescent Mental Health, 15(2), 86-101. https://doi.org/10.1177/0973134220190206

Ainscow, M. (2020). Inclusion and equity in education: Making sense of global challenges. Prospects, 49, 123-134. https://doi.org/10.1007/s11125-020-09506-w

Alahmadi, N. A., & El Keshky, M. E. S. (2019). Assessing primary school teacher’s knowledge of specific learning disabilities in the Kingdom of Saudi Arabia. Journal of Educational and Developmental Psychology, 9(1), 9-22. https://doi.org/10.5539/jedp.v9n1p9

American Psychological Association. (2021). Inclusive Language guidelines. https://www.apa.org/about/apa/equity-diversity-inclusion/language-guidelines.pdf

Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3–26. https://psycnet.apa.org/doi/10.1037/qup0000196

Breaux, K., & Eichstadt, T. (2024). Dyscalculia and how it relates to Dyslexia. NCS Pearson: England.

British Dyslexia Association. (2019). Dyscalculia (Child) Information Sheet. BDA: England. https://www.bdadyslexia.org.uk/news/dyscalculia-awareness-day

Creswell, J. W., & Plano Clark V. L. (2017). Designing and conducting mixed methods research (3rd ed.). Thousand Oaks CA: SAGE.

Desoete, A. (2019). Dyscalculia: Early predictors and practical recommendations. Paediatric Dimensions, 4. https://doi.org/10.15761/PD.1000184

Ditmar, M. F. (2020). Behaviour and development. In R. A. Polin & M. F. Ditmar (eds.), Paediatric Secrets (pp. 44-56). (7th ed.). Elsevier.

Foster, R. C. (2021). KR20 and KR21 for Some Non-dichotomous Data (It's Not Just Cronbach's Alpha). Educational and Psychological Measurement, 81(6), 1172-1202. https://doi.org/10.1177/0013164421992535

Hudson, R. F., High, L., & Al Otaiba, S. (2007). Dyslexia and the Brain: What Does Current Research Tell Us? The Reading Teacher. Newark: International Reading Association.

International Dyslexia Association. (2002). Definition of Dyslexia. https://dyslexiaida.org/definition-of-dyslexia

Jaya, A., Wulandari, A. S., Depari, F. K. A., & Sudarna, S. (2022). The effect of self-efficiency, emotional intelligence, and spiritual intelligence on performance of education services and culture of Merang in district. Education and Social Sciences Review, 3(1), 10-18. https://doi.org/0.29210/07essr167100

Mezzanotte, C. (2022). The social and economic rationale of inclusive education: An overview of the outcomes in education for diverse groups of students. OECD Education Working Paper No. 263. https://www.oecd.org/content/dam/oecd/en/publications/reports/2022/01/the-social-and-economic-rationale-of-inclusive-education_56b45b9c/bff7a85d-en.pdf

Ministry of Education Rwanda. (2018). Special Needs & Inclusive Education Strategic Plan 2018/19-2023/24. MINEDUC: Rwanda.

Peel, K. L. (2020). A Beginner's Guide to Applied Educational Research using Thematic Analysis, Practical Assessment. Research, and Evaluation, 25(1), 1-15. http://dx.doi.org/https://doi.org/10.7275/ryr5-k983

Robin, B., Vessela, W., & Schmidt, R. (2022). The Application of Concurrent or Sequential Mixed-Methods Research Designs and Their Methodological Implications: Investigating Tacit Knowledge, Its Use, and Application in Automotive Development. Sage Research Methods Cases. https://dx.doi.org/10.4135/9781529604474

Sahin, M. D., & Ozturk, G. (2019). Mixed Method Research: Theoretical Foundations, Designs, and Its Use in Educational Research. International Journal of Contemporary Educational Research, 6(2), 301-310. https://dx.doi.org/10.33200/ijcer.574002

Senarath, S. (2016). Teachers’ Knowledge about Dyslexia in Sri Lanka. In E. Witruk., N. Shally., & L. Yumi (eds.), Dyslexia and Traumatic Experiences 7 (pp. 37-45). Frankfurt: Peter Lang.

Similoluwa, A. E., & Taofikat, A. (2023). Understanding the nature of dysgraphia: Exploring its meaning, symptoms, impacts and advancing management strategies. Journal of Studies in Humanities, 13(1), 54-62.

Smythe, I., Everatt, J., & Salter, R. (2005). The international book of dyslexia: a guide to practice and resources. London: John Wiley & Sons.

Special Attention Project. (2011). Street children and learning difficulties Research on the role of learning problems in children in the streets. https://www.sapghana.com/index_files/Research%20report%20010.pdf

Szymanski, J. R. (2024). The Predictive Relationship Between Teachers’ Knowledge of Dyslexia and Their Confidence in Supporting Students with Dyslexia (Unpublished Ph.D. thesis), Lynchburg: Liberty University. https://digitalcommons.liberty.edu/doctoral/5207

Tawodzera, M. C., & Themane, M. (2024). Experiences of teachers and learners who are left behind in Zimbabwe by emigrating parents: an inclusive education perspective. International Journal of Inclusive Education, 28(7), 1258-1274. https://doi.org/10.1080/13603116.2021.1991486

The Housson Centre. (2024). Dysgraphia. The Housson Centre Psychological and Educational Services: Dallas.

UNESCO. (2005). Guidelines for inclusion: Ensuring access to education for all. UNESCO: Paris.

United Nations. (2024). The Sustainable Development Goals Report 2024. UN: New York.

University of Queensland. (2022). UQ Guide to Using Inclusive Language. The University of Queensland: Brisbane.

World Bank. (2023). Inclusive Education Initiative in Rwanda: A final report of project activities. The World Bank: Washington DC.

Zhuang, L., Yang, Y., & Gao, J. (2021). Cognitive assessment tools for mild cognitive impairment screening. Journal of Neurology, 268(5), 1615-1622. https://doi.org/10.1007/s00415-019-09506-7

Published

2025-03-20

How to Cite

Chingwe, E., Ndlovu, S. ., Mudzingwa, W. ., & Nizeyimana , J. (2025). Assessing teacher training college tutor’s awareness of learning difficulties at a selected College in Rwanda. International Journal of Studies in Inclusive Education , 2(1), 23-28. https://doi.org/10.38140/ijsie.v2i1.1743