Special Education Program
Rise Together Mission Society
RTM provides small-group special education for children with disabilities in rural Rwanda, focusing on early childhood and primary years.
Many children are enrolled in school but cannot meaningfully participate. Others are not enrolled at all.
RTM exists to help bridge the gap between what these children need and what regular schools are currently able to provide.
Our special education program is designed to complement families and schools, not replace them.
Our Approach
Early Intervention Matters
Early childhood is when learning and development are most responsive.
Support given early helps children build foundations for communication, movement, learning, and daily life—and helps caregivers establish patterns that last.
Small, steady support early can change the direction of a child’s life.
Edmond in 2020. Unable to walk or communicate.
Edmond in 2025. Plays soccer, attends regular school, and able to write and solve math problems.
The Fruits of Early Intervention and Five Years of Faithful Care
Foundational Skill Development Focused
We focus on skills that matter for daily life, not just academic benchmarks.
Childen are supported in:
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Physical development – movement, coordination, and daily-life skills
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Emotional development – attention, self-regulation, and confidence
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Social development – communication, interaction, and participation
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Cognitive and learning development – understanding, problem-solving, and learning readiness
Progress is measured by meaningful change in daily life, not comparison with peers.
Practicing fine motor skills through everyday tasks - building independence for daily life.
Building coordination, cognitive skills, and confidence through guided, encouraging play
Outdoor play that strengthens physical development and builds social connection.
Hands-on learning that builds thinking, coordination, and confidence.
Providing academic support to help children participate more confidently in school.
Small, Customized Learning Enviornment
Every child learns differently. That is why we keep classes small and adapts learning to each child.
Small groups allow teachers to:
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tailor activities to individual children
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adjust pace and expectations
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create calm, predictable environments where children feel safe to learn
Customization is not an extra. It is the foundation of our approach.
What a Class Looks Like
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Half-day session
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Held in small groups of six children or fewer
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Led by a trained teacher
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Supported by the active participation of caregivers
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Currently one day per week attendance
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Working toward offering up to two days per week for children who may benefit from additional support
Greetings, prayer, and singing
Circle time
Individualized learning
Outdoor activities
Meal time
How We Understand Progress
RTM looks for progress that is meaningful in daily life, such as:.
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improved communication or interaction
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better emotional regulation or attention
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increased participation in routines and learning
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growing confidence in both children and caregivers
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changes that carry into daily life at home, including caregiving practices, routines, and hygiene
RTM staff regularly visit homes to observe how classroom learning is carried into everyday life and to support caregivers.
Progress is often slow and uneven. We value steady growth over time.
Caregivers in the Classroom
Caregivers are not observers. They are active partners.
Through full participation and learning alongside their children, caregivers:
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better understand their child’s needs
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practice supportive strategies in real time
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carry learning into daily life at home
Their presence ensures that progress does not end when class is over.
Inclusion in Regular School
A core goal of RTM’s special education work is to help children develop the skills and confidence needed to participate more fully in regular school environments, whenever possible.
Through early support and foundational skill-building, some children grow in their ability to:
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communicate and interact with others
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follow routines
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engage meaningfully in classroom learning.
When a child is ready, RTM works with families and local schools to support inclusion in regular education.
Every child’s journey is different. Success is defined not by placement alone, but by a child’s ability to learn, participate, and be included with dignity.
