The Educational Institute for Blind Children in Kibeho, Nyaruguru District, serves 100 visually impaired learners from primary to secondary levels, according to AllAfrica. The institution focuses on removing barriers to education by adapting teaching methods and learning materials to meet the specific needs of its students. On November 9, officials from the Ministry of Education and the Rwanda Basic Education Board visited the school to observe classroom practices and hear directly from students about remaining challenges.
A central component of the school’s curriculum is the transcription of standard textbooks into Braille, a system of raised dots read through touch. AllAfrica reported that a standard 327-page textbook can fill approximately nine Braille volumes, a process that requires considerable time and resources. The school maintains Rwanda's first Braille library, allowing students to access materials transcribed by the Rwanda Basic Education Board and other reading resources. This infrastructure enables learners to read and study independently, supporting their academic performance.
The school's efforts have yielded notable results, including Samuel Habumugisha emerging as the country's best-performing candidate in the Languages combination in the 2025/26 national secondary school examinations. Sister Pia Gumińska, the school's director, attributed his success to his talent and determination, noting that the institution turns challenges into strengths. Established in 2009 and managed by a Catholic religious congregation founded in Poland, the school also emphasizes confidence and independence through activities such as choir, traditional dance, and goalball.
Despite these achievements, students identified gaps in access to assistive technology. Jean de Dieu Niyonzima, a Senior Six student, stated that tools like Orbit devices help prepare documents for university and job applications, but the supply is insufficient for all students. Delice Uwera, another Senior Six student, noted that limited access to information and communication technology equipment restricts opportunities to develop digital skills, with available equipment sometimes being easily damaged.
Flora Mutezigaju, Deputy Director General of the Rwanda Basic Education Board, acknowledged that specialized materials and assistive technologies require substantial funding. She explained that the government recognizes these needs through capitation grants, allocating three times the amount for learners with disabilities compared to those without. Mutezigaju added that assistive technology remains a budget priority, including software that converts written information into speech, and pointed to the potential of artificial intelligence to reduce costs in the future.