Voices of Students with Disabilities on the Perceived Usefulness of Assessment Accommodations in Universities in Tanzania

Abstract

In this study, we examined the perceptions of students with disabilities of the effectiveness of assessment accommodations in one major university in Tanzania using a case-study design. Data were collected from 113 students with disabilities by using questionnaires and focus-group discussions, as well as from eight staff members through interviews. Data were then analyzed thematically and descriptively. The findings indicated that the most prevalent assessment accommodations offered to students with disabilities were special examination rooms, extended time during examinations, and assistive technologies such as computers and Braille. Although instructors offered assessment accommodations, there were instances of unfit test formats, delayed feedback to students whose examinations were in Braille, and a lack of awareness about assessment accommodations among instructors. The findings call for enhanced capacity building among faculty members in universities on appropriate assessment accommodations and on inclusive practices.