Educational Assessment Practices for Children with Autism Spectrum Disorder in Inclusive Primary Schools in Tanzania

Abstract

This paper analyzes the practices used in assessing children with Autism Spectrum Disorder (ASD) in inclusive primary schools in Dar es Salaam. A qualitative approach was employed to obtain in-depth information on educational assessment practices regarding the children. Purposive and snowballing sampling techniques were used to obtain a sample of 81 participants. Data were collected from special needs education teachers, parents/guardians of children with ASD, head teachers and district education officers. Instruments for data collection consisted of open ended and in-depth interviews, observation, focus group discussion and documentary analysis. The data revealed that educational assessment services for children with ASD are provided at late stages leading to delayed interventions. Furthermore, there is stigma attached to ASD due to parents’ unawareness on the condition and its characteristics.