ASSESSMENT OF STUDENTS WITH LEARNING DIFFICULTIES: THE CASE OF SOME SELECTED PRIMARY SCHOOLS, EASTERN HARARGE ZONE, ETHIOPIA

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