Abstract:
This study was intended to deal with the practices of selected primary schools in
assessing academic performance of students with learning difficulties in regular
classrooms. Assessments at school can lead to better outcomes and achievements for
those students. That is why this study was concerned with the assessments of students
with learning difficulty. In this study, descriptive research design was applied and 107
participants including the total 80 sample sizes were selected from 9 primary schools of
EHZ, Oromia Regional State. In other words, 80 students and 27 general teachers,
totally 107 stakeholders were participated in this study. Data were collected mainly
through questionnaires and semi-structured interviews. Both qualitative and
quantitative researches were used to analyze and interpret collected data. All data
gathered through questionnaires were analyzed quantitatively where as data collected
through semi-structured interviews were presented qualitatively. The findings of this
study revealed that, there were students with LDs and special needs in each and every
selected primary school. Beside to this, accommodation and IEP services were not
found in almost all selected primary schools for students with special needs as a
general and especially for students with suspected of LDs. Based on the result of this
study, almost all sampled schools not have alternative services like IEP and
accommodation services for students with special needs education. That is why some
students with economic problem, suspected of slow learners, students with LDs were
performing poorly in the classes. Finally, from the whole data interpretations and
analysis, conclusions were drowned and have been demonstrated
