Charles Sibomana, 11, a pupil at Gahanga Primary School has some intellectual disabilities. He remained quiet at school and did not easily socialize with other children. However, his behaviours are beginning to change, thanks to the training offered to his teacher, under the auspices of VSO, his performance is improving; he is mixing with other children, and has even begun to speak.
Charles Sibomana is the ninth and lastborn child of Viviane Karuyonga. Unfortunately, eight months after birth, Sibomana’s father died, leaving Viviane with a lot on her hands.
Throughout these years, his mother began to suspect that her youngest son was different from his brothers and sisters.
“I thought that he may have some mental impairment. As he grew, he did not speak,” Viviane says.
His older brothers and sisters are very caring to him, but attitudes have not all been kind at times.
“There has been a mixture of treatment. Most people accept him, others think he is useless and some call him names. People just say what they want,” she says.
Integration in education
When he was around eight years old, Viviane decided to take Charles to school for the first time. He was still not talking.
He was placed in nursery, but when the teacher left, things did not go so well as before. Viviane explains that, “He does not like people speaking angrily to him.”
So Viviane decided to transfer Charles, who is today 11 years old, to Gahanga Primary, one of the schools where VSO has been training teachers in mainstreaming disability as part of the L3+ project.
- Charles’s teacher Esperance Niyomufasha has learned to make special teaching aids for differently-abled students. ©VSO/Lucy Taylor
His P1 teacher, Esperance Niyomufasha, has been trained by VSO, an international NGO, in how to support children with disabilities or impairment in her class.
It is already a challenge for her to teach a class of 40-50 whose ages range from 7-11 years old, with few resources, let alone to engage a child with different learning needs.
“Before I was trained it was difficult to integrate him in the class. He would be lonely. I learned how to integrate him by preparing special lessons and materials for him, and to encourage other children to support him,” says Esperance.
Support from other children
In class, it is clear that Charles has friends who help explain difficult concepts, and the whole class bursts into applause when he correctly answers the teacher. Her behaviour and approach is encouraging the whole class to treat Charles as their peer and equal.
- Charles is supported not only by his teacher but by friends like Claude Hakizamana, 10. ©VSO/Lucy Taylor
When asked about children like Charles, his classmate Claude Hakizimana, 10, says, “That child must be supported on his way. When he does not have materials I can share mine with him.”
Teacher Esperance says she can see the impact of the training she has received in her class:
“Now I see Charles mixing with others – it’s a great step. I am seeing more improvement. When other children are writing he is identifying some things and learning to say a few things. He may not do it at the rate of the others but he does it at his own pace and progressing.”
What does the future hold?
Charles’ mother, Viviane, is delighted with his progress: “He no longer fears. He speaks. When he comes home he can tell me what he has studied.”
It is clear that Charles has a big personality and intelligence. Whilst he is reserved around large groups, with his mother he is transformed into beaming smiles.
But things are still not easy. Charles’ mother has never received an official medical assessment for him, and says that when has taken him to the health clinic she was refused a referral. She says he is a “sickly child” and complains of stomach problems. She hopes for support to find out whether and how Charles can become more well.
VSO Rwanda Country Director Papa Diouf says: “VSO is really proud to see evidence of impact in our programmes, such as in the moving story of Charles Sibomana. Cases like his are what motivate us: they show that change in how a child with disabilities is supported and included can have a meaningful effect on the quality of that child’s life.
“This year VSO is celebrating 10 years of programmes working with people with disabilities to improve access to rights and services. We are committed to continuing this important work so more children and adults with disabilities can participate more fully in society.”
Impacts of the project
The L3+ project was implemented by VSO, in partnership with EDC and USAID. It ran for one year from 2015-2016, supporting 825 children like Charles across Nyamagabe and Nyaruguru districts.
The L3+ project provided training to teachers, parents, community health workers and NCPD representatives. Before the project, less than one in ten teachers had knowledge on special need education. Now, 87% have strategies for teaching children with special needs.
Now, 78% of teachers are confident that children with disabilities are well included in their classrooms. Their attitudes have also changed. In Nyamagabe district, at the start of the L3+ project about 4/10 teachers said children with disabilities are a burden to society – that number has now dropped to 1/10.
VSO is an international NGO, working in Rwanda since 1998 to reduce poverty and ensure all Rwandans are included in national development.
- Charles Sibomana has begun to speak and even tell his mother what he learns at school. The improvement has taken place since his teacher, Esperance Niyomufasha was trained on VSO’s L3+ project.©VSO/Lucy Taylor