Challenges and Opportunities in Inclusion of Students with Physical Disabilities in Physical Education Practical Classes in North Shewa Zone, Ethiopia
American Journal of Sports Science
The main focus of this study was to investigate the Challenges and Opportunities in Inclusion of Students with Physical Disabilities in Physical Education Practical Classes in the case of Secondary Schools of North Shewa Zone. Purposive sampling method has been employed to select 50 students, 9 PE teachers, 9 school principals, 9 Woreda and 2 zone educational experts, a total of 79 participants have been involved in this study. The sample population included students with orthopedic, visual and
... hearing impairments, physical education teachers, school principals, woreda, and zone education bureau experts. Descriptive survey research designs was employed for this study because it is believed that this types of research design is appropriate to cover large area of population and to assess the existing situation. Both qualitative and quantitative methods of data analysis were adopted. To collect the required information different data gathering instruments such as questionnaire, interview and field practical observation were used. The data gathered through questionnaire was handled by using statistics such as frequency, percentage, and mean whereas that of interview and practical field observation was described by using narrative approach. Findings of the study was Lack of teachers' support and encouragement for students with disabilities in PE practical classes; Inadequate training and poor experience of teachers of physical education; Lack of relevant curriculum materials like textbooks, teachers' guides etc. for SWD; Lack of professional support from Woreda and zone education bureau officers to schools in order to promote inclusive PE; Lack of support and consideration from school administration. Based on the findings and observation made the following recommendations were given; the school has to support and encourage teachers to produce and utilize relevant instructional materials which are locally made to promote the teaching-learning process in field activities; the government has to provide long-term and short-term trainings at regional and central level for teachers who are teaching in inclusive school; the ministry of education must prepare clearly stated guidelines to provide inclusive education to children with different types of disability.