Abstract: This study assessed the influence of resource needs assessment on the academic performance of students with disabilities in integrated basic education schools in Nyarugenge District. The study was guided by the objective of examining how resource needs assessment contributes to improving the academic performance of learners with disabilities in inclusive education settings. The study was anchored on the Resource-Based View Theory and Constructivist Learning Theory, which emphasize the importance of adequate educational resources and supportive learning environments in enhancing learners’ outcomes. A descriptive survey design using mixed methods was adopted. The target population comprised 885 participants, including headteachers, deputy headteachers, teachers, and students with disabilities from integrated basic education schools in the district. A sample size of 275 respondents was selected using stratified random sampling and purposive sampling techniques. Quantitative data were collected using structured questionnaires, while qualitative data were gathered through interview guides and focus group discussions. The reliability and validity of the research instruments were tested prior to data collection. Quantitative data were analyzed using descriptive and inferential statistics with the help of SPSS, whereas qualitative data were analyzed through thematic analysis. The findings revealed that resource needs assessment had a significant positive influence on the academic performance of students with disabilities. The overall mean score of 3.987 indicated that respondents strongly agreed that proper assessment of learners’ educational resource needs improves academic achievement, participation, and inclusion in classroom activities. Regression analysis further showed that resource needs assessment explained 80.4% (R² = 0.804) of the variation in academic performance among students with disabilities, demonstrating a strong relationship between the variables. The study concluded that effective resource needs assessment significantly enhances the academic performance of students with disabilities in integrated basic education schools. The study recommended that school administrators, teachers, and education stakeholders should strengthen mechanisms for identifying and addressing the educational resource needs of learners with disabilities to promote inclusive and equitable quality education in Rwanda.
Keywords: Resources Management, Academic Performance, Students, Disabilities, Basic Education Schools, Nyarugenge District.
Title: Influence of Resource needs assessment on academic performance of students with disabilities in integrated basic education schools in Nyarugenge district, Rwanda
Author: Uwimana Beata, Dr. Mugiraneza Faustin
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 14, Issue 2, April 2026 - June 2026
Page No: 539-549
Research Publish Journals
Website: www.researchpublish.com
Published Date: 30-June-2026
