Abstract:
This research aimed at comparing academic performance of learners with special educational needs in inclusive and special schools. Case studies of Groupe Scolaire de Gahini and HVP Gatagara. Specifically, the study attempted to examine learners‟ academic performance in both special and inclusive schools, assess the relationship between academic performance and teaching/learning systems in inclusive and special schools and establish where academic performance is comparatively commendable for learners with SEN. Moreover, the study was guided by descriptive research design using quantitative and qualitative approaches. The target population was 160 individuals including 108 learners with special educational needs, 48 teachers, 2 dean of studies and 2 head teachers. Purposeful sampling was applied to determine the sample, and data were collected using questionnaires and interviews and observation checklists. The sample size was 62 respondents. The questionnaire was administered to 19 teachers, 39 learners with special education Needs, 2 head teachers. Data was collected by use of questionnaires. Interview and observation checklist. Furthermore, the findings of the study are as follows: the study considered that the majority of 63.1% of respondents who asserted that some learners with special needs perform better than the ones inclusive school especially in some subject like Economics. Some are evaluated by using Braille typed test. Also, results on the relationship between academic performance and teaching/learning systems in inclusive and special schools. The study revealed that the evaluation of academic performance of learners with special education needs in special /inclusive school was rated by 36.8% of respondents who accepted that assessment of academic performance of learners with special education needs was given through summative assessment. Finally, concerning where academic performance is comparatively commendable for learners with SEN, the study showed the majority of respondents (42.2%) agreed that learners with SEN towards acquiring competence knowledge and skills have ability in analyzing and they have also ability to think deeply. From the findings, it was concluded that teaching and learning materials provided to learners with SEN in special/inclusive school were not adequate because of sharing available learning materials. The study recommended that the Ministry of Education should procure urgently needed teaching and learning assistive devices which are appropriate to all range diverse of learners with SEN in special/inclusive school.
