Importance of special educational needs assessment on academic achievement of slow learners in seven lower secondary day schools, Kamonyi district-Rwanda

Abstract

This is a descriptive survey research design which aimed at examining the Importance of Special educational needs assessment on academic achievement of slow learners in lower secondary day schools, in Kamonyi district - Rwanda. The sample size purposively included 4 sector education inspectors, 28 slows learners and their parents, 36 teachers and 7 headteachers from 7 secondary day schools within the four sampled sectors of Kamonyi District. Data were collected from the field by use of questionnaires and interview guide. Quantitative data were analysed using descriptive statistics including frequencies, percentages, mean and standard deviations and statistics were generated using excel software while qualitative data were analysed through content and narrative analysis. The reliability and validity of the research instruments were ensured through a pilot study in two secondary day schools which later not included in the study. To enhance validity of the research instruments, experts including supervisors facilitated the researcher to proofread and adjust the research instruments. The research findings showed that most of the teachers in secondary day schools do not have adequate knowledge and skills required to identify all learning needs and talents of slow learners for the provision of adequate educational provisions as it is thus they mostly refer to their daily observations of students’behaviours, learning performance results in different subjects through different academic tests and parents’ opinions about learning progress of their children. The findings also indicated that some parents deny their responsibilities either as result of internal family conflict, low educational background of parents and lack of effective communication between parents and schools about existing learning gap throughout their children’s studies. This research showed that most of the teachers neither have information on how to prepare individual education plan to cater for individual learning needs of slow learners nor have adequate knowledge and skills to plan and provide appropriate special educational provisions for slow learners The findings also showed that the lack of clear national policy guidelines regarding the planning, implementing as well as monitoring and evaluation of SEN assessment practice in different education levels is

the big challenge for schools to carry out a standard SEN assessment for students with special educational needs.