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Strategies that promote inclusive education and assessment practice for learners with disability. Teachers’ Perspective in a Kenyan context.

The movement to educate learners with disabilities (LWD) in more inclusive settings has created greater need for both teachers and curriculum evaluators to have tools, to assess these students in multiple environments. Whereas the examination bodies seem to be supporting appropriate pedagogy in assessing academic achievement for the LWD, actualizing these theoretical notions remains a challenge. This paper endeavors to discuss teachers’, perceptions of inclusive education and the assessment strategies for the LWD in a Kenyan context. The study was guided by the theory of Vygotsky which is based on the understanding of human cognition. A case study design was favored in a mixed method paradigm. The key question raised was how inclusive education and assessment strategies for LWD can be promoted in Kenya. Teachers teaching in special school were skeptical about inclusive education while those teachers that had included LWD in the classroom said it was workable. Teachers felt that the provisions given by Kenya National Examinations Council (KNEC) for LWD were inadequate and discriminative. Testing does not begin immediately after an appropriate measure has been selected. The tester must be adequately prepared to administer and score the test and must be trained. Equally important is the need for an integral approach to education assessment issues in an inclusive setting both in Kenya and regionally.

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