THE IMPLEMENTATION OF INCLUSIVE EDUCATION SCHOOL ASSESSMENTS AND LEARNING OUTCOMES AMONG LEARNERS WITH DISABILITIES IN PUBLIC PRIMARY SCHOOLS IN NAIROBI COUNTY, KENYA

Abstract

ABSTRACT Concerns about the educational results in primary schools have been expressed repeatedly by education stakeholders. In public primary schools in Nairobi, Kenya, this research intended to highlight the implementation of inclusive education school assessments and learning results among students with disabilities. The purpose of this study was to examining the present evaluation procedures for kids with disabilities in inclusive public elementary schools in Nairobi County. This study also provided insight into the effectiveness of the present evaluation methods and suggested improvements to their implementation. The research study was guided by Vygotsky's two theories of cognitive intelligence. The investigation was carried out using a mixed-methods approach specifically a convergent parallel design was adopted. A survey design to collect quantitative data and a phenomenological research design to gather qualitative data The fifty-two public primary schools in the study's target population, as well as Headteachers, Special Needs Education Teachers, and Education Officials, were sampled through stratified sampling method simple sampling and purposive sampling. Questionnaires, institutional questionnaires, and interviewing guidelines were used as data-gathering tools. The validity and reliability of the instrument were examined using expert judgment for qualitative data, while split half using odd and even number method was used for quantitative data. Quantitative data was analysed using descriptive statistics to measure frequency and central tendency to get percentile ranks. Version 24 of the Statistical Software for Social Sciences was used to analyse the quantitative The qualitative was analysed verbatively and thematically. The findings showed that there is substantial evidence that techniques for assessing students with impairments are present in public primary schools, and both good and bad school evaluation techniques exist. The results also showed that a lack of adjustments, adaptations, and changes for tests was one of the problems with school assessments. This current study also discovered that by offering assessment modification, adaptations, and adjustments, school assessment methods may be adopted successfully. This current study's findings show that public elementary schools in Nairobi County have implemented school evaluation techniques. educational examinations for students with disabilities should be made suitable for them through making changes that meet individual needs of these category of students. Accommodations such as additional time, magnified or enlarged print, sign language, the employment of scribes, the use of assistive technology, the availability of alternative process of examine, and the timing of assessments should be made