Date of Award
2024
Degree Type
Thesis
Degree Name
Master of Education (MEd)
First Advisor
Dr Winston Massam
Department
Institute for Educational Development, East Africa
Abstract
Assessments play a pivotal role in determining learning outcomes and educational experiences for refugee learners with disabilities (RLWD). However, their circumstances present unique challenges to traditional assessment practices. This study explored how teachers' assessment approaches influence learning for RLWD enrolled in an inclusive refugee school in Kakuma Kenya. The objectives were to examine how assessments are adapted to meet diverse learner needs, investigate how the refugee context shapes assessment practices, determine how assessments influence learning, and identify challenges faced in assessment. A qualitative case study design was employed. Data collection methods included individual interviews with 8 teachers and the head teacher, FGD with 8 learners, classroom observations, and document analysis. Participants included teachers teaching grades 4-7 and RLWD within those grades. Thematic analysis was used to address the research questions. Findings showed teachers making efforts to provide multiple assessment options and recognize prior educational disruptions. However, some claimed accommodations like large print materials, sign language interpretations lacked consistency. Infrastructure issues like inaccessible classrooms, lack of ramps, non-adapted wheelchairs and overcrowding hindered individualized assessment and accommodations. While feedback benefited learners, its timeliness needed strengthening. Most teachers lacked formal special needs training. The study concluded that targeted improvements in accommodations consistency, accessibility, teacher professional development, feedback practices, and stakeholder collaboration could more fully support RLWD. Recommendations aimed to enhance systems through individualized, equitable, and participatory assessment approaches. This research adds to limited existing knowledge on assessing refugees with special needs within camp settings. It provides practical insights and recommendations to inform inclusive assessment frameworks that promote learning quality and equal access to education. The study was, however, confined to a single school with modest participant numbers, limiting generalizability. Additionally, infrastructure constraints influenced observational data collection. Future research exploring assessment effectiveness and the impact of trauma on performance is needed.
First Page
1
Last Page
80
Recommended Citation
Mireri, J. O.
(2024). Teachers’ Assessment Practices in an Inclusive Refugee Setting: An Exploration of How It Influences the Learning of Learners with Disabilities.. , 1-80.
Available at:
https://ecommons.aku.edu/etd_tz_ied_m-ed/537