Teachers' Perceptions on Inclusive Education and the Effectiveness of School Assessment for Learners with Disabilities in Public Primary Schools within Nairobi County, Kenya

Abstract

This study explored the special needs of teachers' understanding of inclusive education, analyzed the types of assessments administered to students with disabilities, and evaluated the efficacy of school assessments for learners with disabilities in public primary schools in Nairobi County, Kenya. The study was guided by Vygotsky's social-cultural cognitive theory. A mixed-method concurrent triangulation design was applied, and all 52 public primary schools, headteachers, Special Needs Education teachers, and education officials were included in the study. Data were collected through questionnaires, institutional questionnaires, and interview guides and analyzed using SPSS and thematic analysis. The findings revealed evidence of teachers' knowledge of inclusive education and the use of different types of assessment methods. The findings also revealed that the assessments were both effective and ineffective. The study recommends the provision of proper assessment tools and training of teachers on assessment methods for learners with disabilities and a review of the existing assessment practices.