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Kayonza, Rwanda – September 2, 2026: The Rwanda Union of the Blind (RUB), in partnership with the Ministry of Education and the leadership of Kayonza District, conducted a one-day visit to Groupe Scolaire Gahini to assess preparations for welcoming Learners with visual impairments during the 2026/2027 academic year. The visit followed nearly three years without students with visual impairments attending Groupe Scolaire Gahini, despite the school’s longstanding contribution to the education of blind and visually impaired learners. Since 1997, GS Gahini has played an important role in advancing access to education for students with visual impairments. The school was among the institutions that opened its doors to blind learners and enabled them to participate in national examinations at a time when many schools had limited knowledge and experience in inclusive education for learners with visual impairments. However, since 2022, no students with visual impairments had been placed at the school. The reasons for this gap had not been clearly established. Assessing Progress and Readiness During the visit, RUB Executive Director Jacques Mugisha explained that the organization had engaged the Ministry of Education after becoming aware of the absence of visually impaired learners at GS Gahini. According to Mugisha, discussions with the Ministry, particularly with State Minister Dr. Claudette Irere, led to an understanding that students with visual impairments who successfully complete national examinations at Primary and O’ Level should also be considered for placement at GS Gahini during the 2026/2027 academic year. The September 2 visit was therefore organized to assess whether this commitment was being implemented following the release of examination results and the placement of students in schools. The delegation confirmed that two students with visual impairments have been assigned to GS Gahini, while additional students may also be placed at the school. “Since 2022, no student had gone to GS Gahini, and the main reason had not been clearly established,” Mugisha said. “It was therefore important for the different institutions to visit the school, assess the situation and ensure that the decisions reached through our discussions are being implemented.” Strengthening the Resource Room The delegation also visited the school’s Resource Room, an essential facility under Rwanda’s Special Needs and Inclusive Education Policy. Resource Rooms are designed to provide specialized support and appropriate learning materials to students with disabilities. For students with visual impairments, such facilities are particularly important in ensuring access to Braille learning materials, examinations and other written information. The delegation found that the Resource Room had not been utilized during the period when there were no visually impaired learners at the school. It also requires equipment and materials before it can fully meet its intended purpose. Following the assessment, the participating institutions agreed on several actions to strengthen the school’s capacity to support blind and visually impaired learners. Key Commitments The stakeholders agreed that: Removing Barriers Through Collaboration RUB emphasized the importance of continued collaboration between organizations of persons with disabilities, government institutions, schools, teachers, parents and learners in removing barriers to inclusive education. The organization particularly called for stronger communication with students with visual impairments who are completing their studies in special schools. Providing them with accurate information about available schools and support services can help them make informed choices about where to continue their education. The return of visually impaired students to GS Gahini would reaffirm the school’s historical contribution to inclusive education in Rwanda. It also demonstrates the importance of ensuring that inclusive education policies are translated into practical support at school level. RUB will continue working with the Ministry of Education, REB, local authorities and other partners to advocate for equal access to quality education for persons with visual impairments and to ensure that learners have the necessary tools, trained teachers and supportive learning environments to achieve their full potential. The goal is clear: no learner should be left behind because of visual impairment.

KIGALI, RWANDA — For many families, the journey toward independence after losing sight begins with simple daily tasks: learning how to safely navigate a road, cook a meal, wash clothes, or read Braille. Yet, as the Rwanda Union of the Blind (RUB) recently emphasized, rehabilitation of the individual is only half the battle. True inclusion and dignity can only be achieved when families and communities actively challenge social stigma, recognize the rights of visually impaired individuals, and embrace their immense potential. This call for societal change was the core message of a powerful gathering of families, caregivers, relatives, and blind and partially sighted graduates held on August 14, 2026, at the Masaka Resource Centre for the Blind (MRCB). Organized by RUB, the meeting served as a vital platform to share triumphs, confront systemic community challenges, and showcase how specialized training completely reshapes lives. Redefining Partnership: The Inspiring Story of Venancilla and Jean Bosco One of the most moving testimonies shared at the gathering came from Nyagatare District, where 53-year-old Venancilla Uwamahoro and her husband, 54-year-old Jean Bosco Siborurema, have experienced a profound transformation in their home. Thirteen years ago, Venancilla’s life changed in an instant. After returning home from a wedding, she suddenly began experiencing severe eye problems. Despite seeking treatment at Kabgayi, her sight could not be saved. For years, she lived in a state of heavy dependence, relying entirely on her children and husband for basic needs like washing, peeling food, and cooking. “I had no choice but to continue living with her as we had before,” Jean Bosco recalled, choosing patience and love over despair. Everything changed when Venancilla was introduced to the Masaka Resource Centre for the Blind (MRCB). Over a six-month rehabilitation period, she learned orientation and mobility, along with practical domestic skills like food preparation and laundry. Later, she returned to MRCB for vocational training, mastering the art of making soap and liquid oils. Today, Venancilla is not a dependent family member; she is an active economic partner. She produces soap, earning an income of about Rwf 3,000 per batch, which she uses to hire labor for their agricultural terraces. She has also purchased three goats and a pig for the family. “At home, I no longer have to worry about buying salt, soap, or cooking oil because she can contribute to those needs, while I concentrate on farming,” says Jean Bosco. “A person who cannot see can also do things just like the person I live with. There is nothing she cannot do at home.” Regaining Control: Patrick’s Journey Back to Mobility For 25-year-old Patrick Iyamuremye of Kamonyi District, losing his sight on December 29, 2025, felt like the end of his future. Distressed and unable to accept his diagnosis even after visiting Bishenyi Eye Hospital, Patrick initially refused to attend rehabilitation, staying shut inside his home for two weeks and rejecting his white cane. His mother, Ancille Mukabagorora, refused to give up on him. Having learned about MRCB through a friend, she gently insisted he visit. Once Patrick stepped into the center and met others with visual impairments, his perspective shifted. He began learning Braille, domestic chores, and agricultural practices. Today, Patrick moves freely, cooks, bathes, and does his own laundry. His morale has returned, and he is once again active. “Now I can walk on the road without any problem,” Patrick says proudly. “Before I came here, my mother used to wash my clothes for me. Now, I do almost everything on my own.” His mother shares in this joy: “Since he came to this center, he talks with his relatives, he has morale, and many things have changed.” Confronting Stigma in Schools and Homes The gathering also shed light on the painful realities of community stigma. Jacques Mugisha, the Executive Director of RUB, recounted the heartbreaking story of a partially sighted schoolchild who was severely bullied in a mainstream school. Classmates would deliberately put dirt in his food to test if he could see it. Becoming deeply distressed, the child dropped out of school and developed behavioral struggles. After undergoing rehabilitation at MRCB, the child experienced a complete turnaround, regaining his happiness and confidence, while his parents learned how to properly support him. In another instance, a woman whose husband became blind was urged by neighbors and relatives to abandon him, questioning how a blind man could support his household. She refused, staying by his side and supporting his journey through MRCB. Today, that husband is an active, productive member of his community once more. RUB’s Call to Action: A United Front for Inclusion “These experiences show us that rehabilitation can make a significant difference,” said Mugisha Jacques, Executive Director of RUB. “People who initially appear to be dependent can regain confidence and become impactful in their families and communities.” However, Mugisha stressed that individual training is not enough. To dismantle systemic barriers, the Rwanda Union of the Blind is calling for: A Shared Responsibility The powerful testimonies from Masaka serve as a reminder that visual impairment does not signify the end of a productive life. Loss of sight alters how tasks are performed, but with the right rehabilitation, a supportive family, and an inclusive community, blind individuals can—and do—lead lives of profound independence, economic capability, and dignity. As an organization, the Rwanda Union of the Blind remains committed to lighting this path. We urge every Rwandan family, local leader, and educator to join us in seeing the ability, not the disability.

At just 24 years old, Iradukunda Christine from Gatare Sector, Nyamagabe District, is rewriting the story of what it means to live with visual impairment. Once defined by isolation and self-doubt, she is now embracing a future filled with confidence, skills, and hope after joining the Masaka Resource Centre for the Blind. Christine says her childhood was marked by loneliness because she was unable to play with other children like her peers. Growing up with a visual impairment, she often felt different and believed there were many things she would never be able to achieve. “I grew up feeling different from everyone else. I couldn’t play like the other children, and that made me believe there were many things I would never be able to do,” she recalls. As the years passed, those feelings of discouragement only deepened. Everything changed when people who knew her family introduced her to the Masaka Resource Centre for the Blind (MRCB). In February, she made the life-changing decision to enroll. “When I arrived in February, I was nervous at first, but I immediately began learning Braille.” The first days were challenging, but Christine remained determined. Just one week into her Braille lessons, she began reading and writing vowels—a milestone that completely changed how she viewed herself. “The first week was difficult, but after that I began to realise that I was capable. Little by little, my confidence started coming back.” Beyond Braille literacy, Christine also received training in agriculture, which helped her realise that blindness is not a barrier to productive work. She says the practical skills she acquired have given her a new perspective on life and strengthened her belief that people with visual impairments can contribute meaningfully to society. Today, Christine hopes to use the knowledge and skills she gained at the Masaka Resource Centre to build an independent life and make a positive contribution to her community. She also has a message for other children and young people living with visual impairments. “I encourage them not to lose hope. They should know that they are capable of achieving great things.” Looking to the future, Christine says the confidence she has gained now allows her to dream of a better life—one in which she is independent, self-reliant, and able to inspire others through her own journey. Her story is another powerful reminder that, with access to rehabilitation, education, and opportunity, persons with visual impairments can overcome barriers and build lives filled with purpose and possibility.

KIGALI — From July 15th to 16th, Rwanda hosted the National Symposium on Disability-Inclusive Pre-Primary Education, bringing together stakeholders to shape the future of early childhood learning. Representing the Rwanda Union of the Blind (RUB), the Executive Director, Mr. Mugisha Jaques, joined the Day 2 panel on “Disability Specific Challenges and OPD Priorities” to advocate for the targeted needs of children who are blind or have low vision. While national data presented at the symposium highlighted commendable progress—with inclusive pre-primary schools increasing from 5.7% in 2017 to 66% in 2024, and the enrolment of children with disabilities doubling to over 3,100—significant gaps remain. Mr. Mugisha emphasized that the overall inclusion of children with disabilities is still below 1% nationally. Furthermore, he stressed that blind and visually impaired children face unique barriers that frequently go unnoticed within generic “inclusive education” planning. During his address, Mr. Mugisha outlined several critical challenges currently hindering access to quality early education for visually impaired children. A primary concern is the early identification gap, as vision impairment in children under five is rarely screened at the community level. He also pointed to a critical lack of teacher capacity, noting that mainstream pre-primary educators often lack training in tactile and multi-sensory pedagogies, pre-Braille orientation, or adapting play-based learning for those who cannot rely on sight. Additionally, essential materials like tactile toys and pre-Braille kits are scarce and expensive, leading inclusive centers to rely on ad hoc improvisation rather than standardized resources. Infrastructure also falls short; early childhood development (ECD) play spaces almost never feature the tactile pathways, safe orientation markers, and sound cues necessary for blind children to navigate safely. Compounding these systemic issues is the persistent stigma and low expectations from communities, which often lead to under-enrolment before a child even reaches the school gates. Despite these hurdles, RUB is actively demonstrating effective, scalable solutions. Mr. Mugisha shared the success of RUB’s RISE project, which places trained Braille Facilitators directly into mainstream schools. This model proves that with a skilled facilitator present, blind children can successfully learn in ordinary classrooms without the need for entirely separate infrastructure. RUB also continues to partner with various donors to help learners access essential assistive technology. To build a truly inclusive foundation, Mr. Mugisha presented a set of priority recommendations to government partners and stakeholders: Institutionalize Support: Move the Braille Facilitator role from a project-dependent status to a recognized, funded position within the Rwanda Education Board (REB) teacher establishment structures. Equip Schools: Centrally fund and procure standard tactile and pre-Braille learning kits for every inclusive pre-primary center. Early Intervention: Integrate vision screening into existing early childhood health contacts, such as community health workers and health post growth monitoring. Accessible Design: Update infrastructure guidelines to explicitly mandate tactile and orientation features in play spaces, going beyond basic physical access like ramps. Better Data: Mandate routine, disability-disaggregated data collection that specifies the type of impairment, rather than just using a broad “disability” category. Empower OPDs: Formalize the involvement of Organizations of Persons with Disabilities (OPDs) in district-level ECD planning and monitoring. Addressing the assumption that these needs are already covered under general special-needs education, Mr. Mugisha was clear: “General frameworks are necessary but not sufficient; a child who is blind needs impairment-specific skills… that a generic inclusive-education teacher is not trained to deliver”. He concluded the panel with a powerful message. While Rwanda’s policy foundation for inclusive education is strong and enrolment progress is real, “the next step is precision”. Without impairment-specific investments, visually impaired persons will remain the hardest group to reach. Beyond advocacy, RUB serves as a dedicated implementation partner—supplying technical trainers, monitoring classrooms, and co-designing materials—and we stand ready to bring our experience to help close this gap.

Kabera Donat, 39 years old, from Muyira Sector in Nyanza District says his life took a devastating turn when he began losing his eyesight 11 years ago. At first, he did not realize the seriousness of his condition. He believed it was a temporary illness that would improve with treatment. “Initially, I thought it was just a normal illness. I sought treatment in different places, hoping I would recover, but as time went on, I gradually lost hope,” he recalls. After several medical consultations, doctors informed him that he would never regain his sight. The news was heartbreaking. Overwhelmed by despair, Donat struggled to imagine a future where he could live independently or contribute meaningfully to society. Everything changed when he learned about the Masaka Resource Centre for the Blind, which provides rehabilitation and skills training for people with visual impairments. Determined to rebuild his life, he decided to enroll in the programme. “When I arrived here, I began to accept myself again. I realized that even though I had lost my sight, I was still capable of learning, working, and making a positive contribution to my community,” he says. Over the past six months, Donat has gained valuable knowledge and practical skills, including Braille literacy, orientation and mobility, daily living skills, and Massage therapy that are helping him become more independent and better prepared for the future. He says the rehabilitation programme has completely changed the way he views disability. “The training taught me that blindness should never be a reason to lose hope or depend on others for the rest of my life. I now believe in my abilities and in the opportunities that still lie ahead.” For Donat, the greatest lesson he has learned at the Masaka Resource Centre for the Blind goes beyond the practical skills he acquired. It is the confidence to accept himself, rediscover his potential, and believe that his future remains full of possibilities. Today, he encourages other people who are blind or visually impaired not to isolate themselves or give up hope. Instead, he urges them to seek rehabilitation services, embrace learning opportunities, and connect with people and organizations that can help them rebuild their lives. His journey is a powerful reminder that while losing one’s sight can be life-changing, it does not have to define a person’s future. With the right support, determination, and opportunities, it is possible to regain confidence, achieve independence, and build a fulfilling life.