Exploring Inclusivity of Standardized Assessments for Learners with Disabilities at Lower Primary Special Schools in Zambia

Standardized assessments have a long history of being the go-to measure of learners reading achievement, teacher accomplishment, and school accountability. Despite significant advancements in educational practices and policies aimed at promoting inclusivity, there are persistent challenges in ensuring that standardized assessments accurately and fairly measure the literacy and numeracy skills of learners with disabilities. Hence, this research aimed to explore the inclusivity of standardized literacy assessments for learners with disabilities at lower primary school. Interpretive paradigm and qualitative intrinsic case study design were employed because the case study outcomes were intended to provide insights to the researcher about experiences of learners with standardized literacy assessments for learners with disabilities in selected lower primary special education schools. Data was collected from ten head teachers and ten teachers from semi-structured interview guide and were analysed thematically. The study revealed standardized literacy assessments are accessibility, accommodations and fairness for learners with disabilities. The study also showed standardized literacy assessments often contain inherent biases that disadvantage learners with disabilities, undermining the fairness and validity of these tools. The study suggested the need for prioritizing flexibility, personalization, and diverse representation in assessments, teachers can better reflect the true potential and strengths of every student while fostering an inclusive educational environment that supports all learners in their academic journey. Based on these findings, the study recommends the ministry of education through schools should be developing Standardised Assessments for Learners with Hearing Impairment and Visual Impairment.