Osu, TanimuAminu, Danladi Abubakar2023-12-132023-12-132018-01-01Osu, Tanimu (Ph.D) Department of Educational Foundations Faculty of Education, Nasarawa State University, Keffi & Aminu, Abubakar Danladi (Ph.D) Department of Educational Foundations Faculty of Education, Nasarawa state University, Keffihttps://keffi.nsuk.edu.ng/handle/20.500.14448/4275The study was targeted to look at Continuous assessment strategies that will Carter for those with learning disabilities that can hardly or never cope with the strategies that are used by teachers in the normal classroom situation. The paper looked at concepts of Continuous assessment as a strategy for monitoring students learning progress in the process of teaching to ascertain the strength and weakness of teaching methods as while as the students learning outcome. Continuous assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievements of intended instructional outcomes. The researchers also defined Learning disabilities as a number of conditions that might affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. Again learning strategies was defined as techniques that maximize student strengths and provide structures that enable students to learn more effectively. Some examples of learning strategies include use of graphic or advance organizers, assistive software, mental rehearsal and visualization techniques. Three types of alternative continuous assessment strategies were identified which include Checklists/rating scales, Portfolios/bodies of evidence and Performance assessments (performance events). The researchers recommended the• inclusion of these strategies in our curriculum and workshops and conferences should be organized for teachers and administratorsenArticle