Factors affecting teachers in the assessment of learners with intellectual disabilities at G.S. Burema in Nyarugenge District

Abstract

The concern of this study was to explore the factors affecting teachers in assessment of learning for learners with intellectual disabilities in G.S Burema primary school in Nyarugenge District. Specifically, the study sought to identify challenges teachers face in assessment of learners with intellectual disabilities in G.S Burema in Nyarugenge District, to assess ways of copying with learners with intellectual disabilities during assessment of learning in G.S Burema in Nyarugenge District and to find out possible approach to be used in assessing learners with intellectual disabilities in G.S Burema in Nyarugenge District. The study adopted descriptive research design using quantitative and qualitative approaches. The researcher targets a headteacher, a Dean of studies and teachers from G.S Burema. Thus, the total number of the population was 40 persons. The study used structured questionnaires and interview guide as instruments to collect primary data. Excel was used to present quantitative data in the form of tables by using frequencies and percentages. From findings, the study revealed that there was agreement of the majority of respondents who strongly agreed (84%) and 13% agreed that there was an agreement that matching reliable, valid, and appropriate learning assessment and tools tom all course learning objective is among challenges teachers face in assessment of learners with intellectual disabilities and 3% were neutral. Besides, the findings revealed that the use of ongoing evaluation in a practice-orientated process as the majority of 97.3% respondents strongly agreed and 2.6% agreed. Besides, ongoing evaluations should meet certain requirements is another way of copying with learners’ intellectual disability as agreed by 30%, 28% of respondents strongly agreed, 18% were neutral, 13% disagreed and 10% of respondents strongly agreed. Lastly, the findings of results also showed that there are some strategies used in assessing of learners with intellectual disabilities as the results indicated that there was an agreement of 55.2% of respondents and 31.5% strongly agreed that statement on the first strategies which is to allow extensions to assignment deadlines. The study recommended in copying with them at G.S Burema, the teacher should use AoL practice-orientated process, in meeting certain requirements.