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Tools Teachers Use to Assess Learners with Autism Spectrum Disoders to Place Them in Educational Programmes in Special Schools: A Case Study of Kampala District, Uganda

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  • Juliet Nakalule

    (Department intellectual and developmental difficulties faculty of Special Needs Education, Nkumba University)

  • Josephine Ssirimuzaawo

    (Department School of Education. Kyambogo University)

  • Miph Musoke

    (Department School of Science, Nkumba University)

Abstract

This study explored the assessment strategies utilized by teachers in Kampala District, Uganda, to place learners with Autism Spectrum Disorders (ASD) in special educational programs in special schools in Kampala district. Employing a case study design, the research involved twelve participants from two schools serving children with autism, selected through purposive sampling. Data collection methods included teacher interviews, participant observations, focus group discussions and analysis of relevant documents. The findings indicated that there are no standardized assessment tools for learners with ASD; instead, observation was identified as the primary assessment method. Other methods, including interviews and document analysis, were also employed, highlighting a multi-faceted approach to assessment for educational placement. The study advocates for the development of a harmonized assessment tool for use by teachers nationwide.

Suggested Citation

  • Juliet Nakalule & Josephine Ssirimuzaawo & Miph Musoke, 2025. "Tools Teachers Use to Assess Learners with Autism Spectrum Disoders to Place Them in Educational Programmes in Special Schools: A Case Study of Kampala District, Uganda," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(2), pages 370-386, February.
    • Handle: RePEc:bcp:journl:v:9:y:2025:i:2:p:370-386
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