1. Introduction Accommodating learners with disabilities such as those with visual impairment, hearing impairment, and attention disorder, to mention a few, is a must requirement of summative assessment in any inclusive classroom. This is because failure to accommodate learners with disabilities hinders such learners from demonstrating their potential skills, which makes assessment outcomes less reliable (Bolt & Roach, 2009; Gregg, 2009). As Gregg (2009, p.2) underscores, "Accommodations adjust how instructional or testing situations are presented and/or evaluated so that individuals with documented disabilities can learn and/or demonstrate their learning in a fair and equitable fashion." Given the significance of the summative assessment outcomes in making decisions, these learners could face unfair decisions such as not being selected for a higher level of education based on their low performance that resulted from lack of full access to the test. Consequently, the search for means through which learners could be accommodated has become one of the focal points of contemporary research.
Studies have indicated that computer technologies including mobile technologies such as tablets, smartphones, and laptops have the potential to facilitate the accommodation of learners with disabilities in assessment (Ahmad, 2015; Skiada et al., 2014). Bolt and Roach (2009, p. 53) posit, "With advances in technology, new tools can often serve intervention and accommodation

. purposes and may ultimately promote student learning in very meaningful ways." This shows the extent to which could serve teachers in their struggle to accommodate learners with disabilities. In encouraging educators and students to embrace technologies with no hesitation, Bolt and Roach (2009) argue that these technologies have become part of human life as they are used in day-to-day activities. This implies that using technologies in the classroom should not be considered as a deviation from norms rather as a way to cope with new norms through which our recent survival is dependent. Therefore, it can be argued that it _is high time for education programs to consider technologies as vital tools for supporting the accommodation of learners with disabilities and orienting them to the new norms.

Considering the potential role of mobile technologies to accommodate learners with disabilities in assessments, they have been adopted in various global contexts in language literacies' assessment and thus moving away from paper-pencil assessment (Lin & Lin, 2016). However,
the Tanzania primary education system still assesses language literacies summatively through the paper-pencil mode of assessment, which endangers learners with disabilities. Therefore, being concerned with this situation, as researchers and teacher educators, we purpose to investigate

how we can employ mobile applications to facilitate the accommodation of learners with disabilities in the summative assessment of language literacies in Tanzania primary education

Study questions Identify main ideas

What do you think makes the topic significant according to the author?

What is a research gap/research problem according to the author?
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