Rwanda has made progress in promoting inclusive education over the past decade. The Government has established a strong legal framework consisting of laws, policies, and commitment to safeguard the rights of persons with disabilities. Yet despite national and global commitments to equitable and quality education for all (Sustainable Development Goal 4), children with disabilities in Rwanda face significant barriers. This thesis uses autoethnography to address the problem by exploring three interconnected questions: (1) How does my understanding of Disability Studies concepts and inclusion align with or differ from local understandings? (2) How has my understanding of inclusion influenced my professional choices and perspective on implementing inclusive education in Rwanda? (3) What approaches and practices have I observed about inclusive education in Rwanda at the national and local levels? To what extent have these practices influenced the learning outcomes of children with disabilities? The study draws from personal reflections of lived experiences, including academic and professional engagements, and analysis of Rwanda’s history, education policy frameworks, and community-level interventions to answer the research questions. Disability studies, equity science, postcolonial theory, and intersectionality provide theoretical insights and thematic analysis for data analysis. The results reveal that colonial legacies continue to shape perceptions of disability and inclusion in Rwanda, often perpetuating stigma and segregation. However, pre-colonial values of Ubuntu and solidarity, which align with equity science, provide a culturally relevant foundation for transformative and inclusive education. At the practical level, interventions such as teacher training, community mobilization, and advocacy for systemic changes, including building disability inclusive infrastructure, demonstrate progress in reducing barriers. Meanwhile, resource inequities and gaps between policy and practice hinder consistent implementation. The study concludes that achieving inclusive education in Rwanda requires a transformative approach integrating cultural values, resource equity, intersectionality, and reflexive praxis to dismantle systemic barriers and foster inclusive communities of belonging where all children, including those with disabilities, participate fully in quality and equitable education. This research bridges global frameworks (SDG 4) and local realities, offering actionable insights for designing, implementing, and monitoring inclusive education programs adaptable to diverse contexts globally.