Publication details

An analysis of determinants of psycho-educational assessment for learners with learning disabilities in Brno, Czech Republic

Authors

ATHIENDE Joseph Omoga PANČOCHA Karel MURUGAMI Margaret MUTHEE Jessina

Year of publication 2020
Type Article in Periodical
Magazine / Source Journal of Exceptional People
MU Faculty or unit

Faculty of Education

Citation
Web http://www.jep.upol.cz/2020/Journal-of-Exceptional-People-Volume1-Number16.pdf
Keywords compulsory education; inclusive education; learning disability; pedagogical and psychological counselling center (PPCC)
Description A comprehensive psycho-educational assessment for learners with learning disabilities (LD) is a significant event for parents, psycho-educational assessors, teach- ers and leaners. This research study aimed to analyze the determinants of psycho- educational assessment for learners with LD in the city of Brno in the Czech Republic. Psycho-educational assessment for learners with LD remains a challenge in the Czech Republic, hence, there is an extensive debate as to how to best improve psycho-educa- tional assessment outcomes. Mixed method was used in which both qualitative and quantitative data were collected from primary and secondary sources. Quantitative data from secondary sources as well as in-depth interviews were used to investigate issues and to discover how the psycho-educational assessors and teachers thought and felt about the whole process. Interview data from parents of school-age children with LD who had psycho-educational assessments done within the past one year were crucial for the proposed study to find out their experiences with assessment process. Findings showed that the main challenges in psycho-educational assessment were linked to lack of proper stakeholder collaboration and interests, inadequate funding and resources, time taken in assessment and community backgrounds of the learners. This study recommends that the government through the Ministry of Education should address the critical challenge of funding to ensure enough resources including personnel. The education regulations need to be explicit to all stakeholders to ensure maximum degree of inclusion and access to psycho-educational services by learners with LD without discrimination.
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