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.

This study sought to establish the school assessment accommodations for learners with disabilities and the learning outcomes of the school assessments for learners with disabilities. A concurrent mixed-methods research design was employed to investigate the school assessment accommodations and learning outcomes experienced by learners with disabilities in public primary schools in Nairobi County, Kenya. A combination of probability and non-probability sampling techniques was employed to select 50 public primary schools with inclusive education programs and Special Needs Education teachers. Data were collected through questionnaires, institutional questionnaires, and interview guides that were evaluated for validity and reliability. Quantitative data were analyzed through Statistical Package for Social Sciences (SPSS) version 24, while qualitative data were interpreted with a thematic approach and verbatim reporting. Findings from this study indicate that the provision of school assessments for learners with disabilities yields both positive and negative outcomes. The research recommends that literacy examinations be adapted and accommodations are made for learners with disabilities specific to their individual needs. These accommodations should include extra allotted time, materials printed in a larger font, use of sign language, assistance from authorized scribes, utilization of assistive devices, granting of alternative assessment presentations, and the option of alternative assessments.

Research has demonstrated that academic assessment is crucial for all, although there is limited information on academic assessment for learners with autism. The purpose of this study was to establish the views of teachers towards academic assessment for learners with autism at City Primary School in Nairobi County. The study adopted a qualitative paradigm with a case study approach where social constructivists’ epistemology was applied. Respondents were twenty, comprising of; one head teacher, one deputy head teacher, six teachers for special needs education and twelve teachers from the regular program but teaching in the inclusive class rooms. Non-probability sampling technique specifically using; unique case, snowball and convenient sampling techniques were used to select participants in the study. Data were collected through interview guides and focus group discussion guide. The data collected were transcribed and analysed qualitatively through open, axial and selective coding. Data were also categorized in relation to research questions of the study. The analysis involved developing a coding system based on samples of collected data and classifying major issues or themes that emerged. All the coded information was put together for summarization of the report. From the findings, two types of academic assessments were identified namely; authentic and standardized academic assessments. The findings also showed that teachers faced challenges when assessing learners with autism. Some of these challenges included; large amount of content in examinations, lack of policy guidelines for examining learners with autism and high parental expectation. The solutions to these challenges were that, teachers, government and parents had a role to play to enhance assessment of learners with autism.