Year: 2024
Type: article
Abstract: It is common practice to provide accommodations for learners who demonstrate mild to moderate intellectual disability (MID) in conventional assessments, including high-stakes examinations. Examples of these accommodations include extra time, readers and scribes, test formats and responses, and assistive devices. One concern is that even with these adjustments, academic success remains limited, as they do not address the cognitive load of the task. This study investigated the difficulties faced by learners with MID and how these challenges affect assessment practices. It followed a qualitative approach, using an online survey to collect qualitative data from 30 schools. Additionally, principals from six schools participated in semi-structured interviews. The data was analysed thematically. The findings indicate that learners with MID have limited cognitive abilities and, therefore, experience difficulties in processing and remembering large amounts of information at once. They also have limited executive functions, poor academic attitudes, and short attention spans. Regarding current assessment practices, the findings reveal that all formal tests consist primarily of various short-answer question formats; all summative assessments are brief and are sometimes administered once per semester, while practical assessments are given a higher weight than theoretical assessments. This study has uncovered that the use of conventional accommodations does not adequately provide learners with MID the opportunity to demonstrate their knowledge and competencies. It recommends that education policies be amended to address the current assessment challenges in order to encourage academic success for learners with MID.
Source: Open Books and Proceedings
Author: Matsobane Elaine Johnstone
Institution: Umalusi
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W4407631694