In Rwanda, children with disabilities face significant challenges. They are often the subject of discrimination and isolated from their peers and broader community. They are frequently stigmatized as a result of misunderstandings on the causes of disability, and it is common for them not to be given the same rights and opportunities as their peers. They frequently have lowered expectations for their potential to learn, and for their ability to become productive members of the community.

Unfortunately, these challenges often start at home. Many are not as welcome as other children in their family, and they are often seen as a burden on their parents. In our experience, children with disabilities are frequently not given the same opportunities as their siblings to develop to their full potential. In addition, there is often conflict within families about the causes and potential “cures” for disability.

Even for parents who do their best for a child with a disability, there are significant societal barriers that make their task difficult. Despite laws to the contrary, children with disabilities are often not accepted into normal activities for children. This is particularly problematic in the education system, where teachers and school administrators often believe that children with disabilities are unable to learn, and therefore do not allow them to attend. This presents a barrier for parents, as it leaves them to choose between working to support their family and leaving their child at home, often alone.

There have been efforts in the past to improve this situation from a policy standpoint. For example, the laws relating to the protection of disabled persons stipulates that “a disabled person has the right to appropriate education in respect of the nature of his or her disability. The government of Rwanda or center which caters for disabled persons who are not able to study with others shall provide them study in specialized schools and shall have qualified and trained teachers and appropriate equipment.”

As a result of this law, there have been prior initiatives to create specialized schools for children with disabilities. However, many of them have failed to adequately respond to the special needs of each child. These schools have commonly mixed all children in the same school and same class together, regardless of the child’s needs. For example, one existing school that does admit children with disabilities requires that they be able to walk, communicate well, and toilet themselves. This is clearly an impossible set of skills for children with a serious physical disability such as cerebral palsy. The infrastructure at these schools is also often inadequate and lacks necessary accessibility features such as wheelchair ramps.

Heroes was started to fill this vital need in our community. We are the first educational option for children with serious physical disabilities in Rwanda. We aim to provide high-quality education to these deserving children, allowing them to achieve their full potential. You can read more about the story of how Heroes was created, or learn more about our work.