Deconstruction of School Assessment Accommodations and Learning Attainments for Learners with Disabilities, Nairobi County Primary Schools, Kenya

Abstract

This study sought to establish the school assessment accommodations for learners with disabilities and the learning outcomes of the school assessments for learners with disabilities. A concurrent mixed-methods research design was employed to investigate the school assessment accommodations and learning outcomes experienced by learners with disabilities in public primary schools in Nairobi County, Kenya. A combination of probability and non-probability sampling techniques was employed to select 50 public primary schools with inclusive education programs and Special Needs Education teachers. Data were collected through questionnaires, institutional questionnaires, and interview guides that were evaluated for validity and reliability. Quantitative data were analyzed through Statistical Package for Social Sciences (SPSS) version 24, while qualitative data were interpreted with a thematic approach and verbatim reporting. Findings from this study indicate that the provision of school assessments for learners with disabilities yields both positive and negative outcomes. The research recommends that literacy examinations be adapted and accommodations are made for learners with disabilities specific to their individual needs. These accommodations should include extra allotted time, materials printed in a larger font, use of sign language, assistance from authorized scribes, utilization of assistive devices, granting of alternative assessment presentations, and the option of alternative assessments.