1
CHAPTER ONE
Introduction
1.1. Background of the Study
The problems of children with disabilities are so diverse and complex. They are
facing various life challenges due to the complex socio-economic factors. All these
factors have a profound implication on the effective functioning and adjustment of
persons with disabilities. If the social environment is a rejecting, insensitive, hostile
and degrading type, that will not only complicate the adjustment of these persons but
also affects their development and self-esteem. This is usually characterized by lack
of trust and confidence in oneself and the surrounding, low self-esteem, and feeling of
hopelessness (Tirusew, 2000). Among many other factors the most important one is
the educational involvement of students with disabilities into regular educational
settings. With this regard, there are several views of writers.
Recently, global education reforms have focused on education for all and inclusive
education. Hence, inclusion of students with disabilities seems to be a global trend; of
course, without denying the existing controversy over it. As noted by many educators,
one of the reasons for inclusion of students with disabilities into the regular classroom
was to facilitate positive relationships, among both with disabled and non-disabled
students (Warren, 1977, as cited in Horne, 1985).
In its broadest sense, inclusion refers to the process of reforming and restructuring of
a school as a whole, with the aim of ensuring that all pupils can have access to the
whole range of educational and social opportunities offered by the school (Mittler,
2000). It is a process of including students with diverse disabilities in to regular
schools and classrooms instead of placing them in special institution. Specifically, it
is the instructional and social integration of children with disabilities in a regular
classroom (Schulze et.al., 1991).
2
Tirusew (1999) strengthened the above ideas as; inclusion is a move towards schools
that are structured around pupils’ diversity and can accommodate many different
ways of organizing pupils for learning to attain excellence in diversity. This is in line
with the Salamanca statement and frame for Action on Special Needs Education
(UNESCO, 1994) that provides the clearest and most unequivocal call in articles 2
and 7 as follows:
Article 2 states
…that ordinary school should accommodate all children, regardless of
their physical, intellectual, emotional, social, linguistic or other
requirements. It further states that all educational policies should
stipulate that children with disabilities attend their neighborhood
school.
Article 7 also states
…that all children should learn together, wherever possible, regardless
of any difficulties or differences they may have. Inclusive schools must
recognize and respond to the diverse needs of their students,
accommodating both different styles and rates of learning and ensuring
quality education to all through appropriate curricula, organization
arrangements, teaching strategies, resource use and partnerships with
communities.
Furthermore, through research it has been proven that children develop better
physically, psychologically and socially if they learn together with other children
(Claesson, 1995, cited in Tirusew, 1999). Therefore, the need to make a shift to
inclusive education in Ethiopia is a logical choice to overcome practical problems
faced in educating children with disabilities (Tirusew, 1999).
3
It is obvious that the main objective of any educational system of a country is to
cultivate the individual’s capacity for problem solving and adaptability to the
environment by developing the necessary knowledge, ability, skill and attitude. It
may be difficult to achieve this general objective of education in the presence of
distinction or discrimination of some beneficiary groups on the basis of race, color,
religion, sex, physical conditions, political or other opinions from specific practices of
the school. To this effect, different streams of education are used as tools to reach this
educational goal. Physical Education (PE) is so one of the part of general education
which is developing very rapidly in a wide range due to the more attention given to it
on the basis of its several benefits for every person including students with
disabilities.
It is the phase of general education that contributes to the mental, physical,
psychological and social growth and development of the child primarily through
selected movement experiences and physical activities (Dauer, and Pangrazi, 1979).
As stated by Scholl (1986), a sound physical education program for students with
disabilities can develop the physical fitness and motor skills necessary for activities of
daily living and orientation and mobility, a more positive self concept and sense of
personal worth, and sport skills. Moreover, physical educators today believe that, a
typical child can best learn to live a normal life if he/she participates as fully as
possible in the school life as other children. In fact students with permanent handicap
need help in making better adjustment to their disabilities and in finding ways to
compensate for them (Johnson, 1969). Hence, school is the responsible organization
to provide every aspects of PE (theory or practice) to the diverse group of
personalities equally irrespective of any physical, mental, cultural and other
characteristics with the help of suitable instructional strategies that can address the
diverse needs of these students.
Though, students with physical disabilities are some of the school diversities and are
the composition and characteristics of the so called “regular” classes of PE, those who
are responsible must be aware of these types of learners to be able to execute an 4
adequate teaching-learning environment in which the target students could be
effectively involved specially in the practical session of the subject so that they can be
self-supportive and self-reliant.
Having said all these about the importance of PE practical activities for students with
disabilities, the intention of this paper is to investigate the level of involvement of
students with physical disabilities particularly those with orthopedic, visual and
hearing impairments in PE practical activities and to identify the predominant
pedagogical problems that prohibit their involvement. The reason for selecting
physically impaired students is from the writer’s belief that, physical disability can be
easily perceived or identified relatively. Hence, PE teachers can support and
encourage these students in PE regular practical classes according to their observable
disabilities in order to improve their participation. If not, there may be pedagogical
and other problems to effectively accommodate students with physical disabilities in
all aspects of secondary school PE. Therefore, it may be crucial issue to reach the
problems with this regard in order to crate participatory PE practical classes in which
all students could be involved and be beneficial.
1.2. Statement of the Problem
Every child is unique, differing from others intellectually, emotionally, socially, and
physically. Most students are taught in regular classes, with out the need for specific
services, and the classroom teacher feels capable of meeting their instructional needs.
Some students, however, deviate so greatly from “normal” limits that the regular
classroom teacher must seek special help in dealing with their learning and behavioral
problems (Cecil and Ann, 1989). Accordingly, children with orthopedic, visual and
hearing impairments are some of these deviated groups from the “normal” limits that
require special attention and assistance from the teacher and others during the PE
practical classes in particular and in other subjects in general.
Butcher (1972), stated that physical education is an integral part of the total
educational process which enhances and integrates the physical, social, and 5
psychological aspects of an individual’s life through direct physical activity.
Therefore, it is only through the least restrictive environment (LRE) and direct
involvement that children with disabilities could better achieve such benefits from PE
or any other components of the general education. To this effect the educational
movements under taken with the aim of including students with disabilities into the
mainstream classroom is firmly established in various countries. Studies suggest that
among the various modes of educational deliveries for persons with disabilities,
inclusive education is found to be ethically acceptable, pedagogically sound,
psychologically commendable and cost effective in contrast with special school
provisions (UNESCO, 1994). Hence, the approach enables educational structures,
systems and methodologies to meet the needs of all children in the school.
As seen from the general trend, although most educators consider inclusive education
to be sound for students with disabilities including those with orthopedic, visual, and
hearing impairments, a number of influencing factors interfered with its effective
implementation. This is also true to successfully accommodate these students in PE
practical activities. For instance, a study done by Degefa (2001) magnified the
following problems to involve students with disabilities in PE practical classes:
teachers often perceive only the difference or impairment of the students rather than
students’ ability, they show reluctance to include student with disabilities, they also
found it difficult to evaluate these students in the practical session of PE,
insufficiency of materials especially designed to meet the needs of students with
disabilities and lack of relevant training of PE teachers. Hence, these and other factors
could affect the significant participation of the subject students in PE practical
activities. For the purpose of reaching on the sound inclusion of students with
physical disabilities in PE practical classes, therefore, systematic assessment in the
area becomes considerably essential. Thus, bearing this in mind, the purpose of this
study is to explore the pedagogical challenges and opportunities in inclusion of
students with physical disabilities in regular practical classes particularly in secondary 6
schools of North Shoa Zone of Oromia Regional Sate through the following basic
questions:
1. Are students with disabilities being involved in Physical Education regular
practical classes?
2. What are the major factors that hinder the involvement of students with
physical disabilities in Physical Education practical activities?
3. What strategies should be used to significantly accommodate students with
physical disabilities in Physical Education regular practical classes?
1.3. Objective of the Study
The overall objective of this study is to investigate the existing involvement of
students with orthopedic, visual, and hearing impairments in PE regular practical
classes and to identify opportunities provided and determinants of the same in
secondary schools of North Shoa Zone of Oromia Regional State. In light with this,
the study has the following specific objectives:
• To examine to what extent children with disabilities are involved in PE
regular practical classes;
• To identify the level of awareness and attitude of children with disabilities
toward the effect of physical education;
• To find out the attitude of PE teachers towards the inclusion of children with
disabilities in practical session of PE;
• To explore the awareness level of stakeholders (teachers, school principals,
parents and others) about the inclusion of students with disabilities in PE
practical classes;
• To explore the effort done by PE teachers, school principals and others to
create effective inclusive PE practical classes in the school;
• To identify the major factors that hinder the participation of children with
disabilities in PE practical classes, and 7
• To suggest possible recommendations to improve the degree of involvement
of these children in the PE practical session.
1.4. Significance of the Study
It is hopped that findings of this study would in help the following instances.
1. Indicate the extent to which PE practical classes are open and conducive for
children with disabilities in secondary schools.
2. Identify the major problems hindering children with disabilities to be
involved in PE practical activities and suggest some possible solutions for
further improvement of the curriculum concerning PE approaches.
3. Provide an insight into how students with disabilities feel about PE and how
they are aware of its benefit.
4. Initiate teachers, school principals and others to give chance and encourage
these children to be concerned in PE practical programs in schools.
5. Moreover, the findings will serve as a piece of reference to other researchers
who are interested to undertake further study in the area and to contribute a
little in order to enrich the existing literature gap in the field.
1.5. Delimitation of the Study
The dimension of this study is confined to ten secondary schools (grade 9-12) of
North Shoa Zone of Oromia Regional State. Though there are different variables to be
conducted in the study of inclusion of children with disabilities in education, this
study gives priority to assess only the level of involvement, opportunities and factors
that hinder the participation of children with orthopedic, visual and hearing
impairments in PE practical classes.
1.6. Limitation of the Study
The study would have include all zones of the region to reach upon the sound
information at regional level. However, it is limited to North Shoa Zone of Oromia
Regional State because of financial and time constraints. In addition, due to absence 8
of sufficient and relevant materials related to the study in Ethiopian context, the
researcher has been forced to rely mainly on foreign sources. In spite of these
however, the researcher has attempted to make the study as complete as possible.
1.7. Operational Definition of Terms
Adapted Physical Education: is a diversified program of developmental activities,
games, sports, and rhythms suited to the interests, capacities and
limitations of students with disabilities who may not safely and
successfully engage in unrestricted participation in vigorous
activities of the general physical education program.
Hearing Impairment: any hearing loss from mild to severe (a hearing problem) that
adversely affect a student’s educational performance.
Inclusion: Involves a process of reform and restructuring of the school as a whole,
with the aim of ensuring that all pupils can have access to the whole
range of educational and social opportunities offered by the school.
Multi-Disabilities: Disabilities for the sake of this paper, it refers to those students
who have experienced more than one disability, for example,
Orthopedic plus Visual, Hearing plus Visual etc.
Orthopedic Impairment: is a motor disability caused by an anomaly, disease or
impairment by other condition (e.g. Cerebral palsy, spina bifida,
muscular dystrophy, polio, clubfoot or traumatic injury) where the
student requires specialized services in order to benefit from social
and educational program.
Physical Disability: is the condition that interferes with child’s ability to use his/her
body for movement and educational performance. For the purpose of
this paper, physical disability refers to those students whose
orthopedic, visual, and hearing limitations affect their participation
in Physical Education practical activities. 9
Physical Education: is that phase of general educational program which contributes
to the total growth and development of the child, primarily through
selected movement experiences and physical activities.
Practical Activities: refers to physical education activities which are done practically
in the field (Gymnastics, games, etc.).
Regular Classes: are classes designed for “regular” or academic, work as opposed to
classes for “special” work.
Visual Impairment: is a visually handicapped, even those with correction, adversely
affects a student’s educational performance. The term includes those
partially seeing and blind students.
10
CHAPTER TWO
Review of Related Literature
2.1. Historical Background and the Current International Trends
and Policy Issue on Education for Students with Disabilities
Historically people with disabilities were often placed in hospitals, asylums or other
institutions that provided little, if any, education. Special education programs are
relatively recent origin. As with ordinary education, the education for children with
disabilities was began with individual and charitable organization (Ainscow, M.
1994).
Government intervention followed at first in order to support voluntary efforts and
finally to create a national framework in which public and voluntary agencies could
act in partnership to see that all children receive a suitable education. Many of the
current practices of special education have developed since the early 1960s. During
the early parts of that period, only those with perceived handicap were categorized as
disabled, and special education was provided for these small populations. In the later
1960s and early 1970s concern for children in ordinary schools who were perceived
as working unsatisfactory progress began (Ibid). New ideas and trends gradually rose
which were challenging the existing provision. For instance, as the result of the 1990
World Conference on Education for All: Meeting Basic Needs, the challenge of
exclusion from education has been put on political agenda in many countries. This
and other movements resulted in the enactment of PL 94-12.
The Education for All Handicapped Children Act (1975), now renamed as the
Individuals with Disabilities Education Act (IDEA). This legislation mandated that all
students with disabilities be provided with appropriate instruction in the Least
Restrictive Environment (LRE) (Salend, S.J, 1994). 11
Accordingly the World Education Forum reaffirmed that education can play a key
role in overcoming exclusion of the disabled and the strong international endorsement
of the convention on the rights of person with disabilities adopted by the United
Nation General Assembly in 2006, which signed by more than 100 countries, shown
important shifts from a medical welfare perspective to human right one. As a result,
inclusion policy recognized in many countries where children with special need
education are taught in regular schools with various form of special support
(Valentini, 2008).
However, there is a clear disparity between developed and developing countries in
implementing this approach to meet the needs of disabled children. For example, in
Europe the trend is clearly toward inclusive education supported by program for
families, where as in Latin America and most parts of Asia and Sub-Sahara Africa
financial constraints limit the coverage and extent of such program (Munoz and
Villabos cited in Valentini, 2008).
In line with this World Commitment, Ethiopia introduced a new special needs
education strategy in 2006, which is designed to foster inclusive schooling by training
teachers to identify learning difficulties and impairments finding a means to facilitate
active learning for all children and establishing support system. Moreover, the
government has planned to expand special needs education built on the current
existing system.
The MoE has also planned to increase output of teachers from training institution
specialized in special needs education to ensure the quality of special needs education
and to improve the awareness of educational officials at all level so as to make them
to include the special needs education in the education sector planning and reporting.
Furthermore, the cluster schools assigned as a center for Teachers Professional
Development and special schools would as resource and support to provide adapted
materials (MoE, 2006).
12
2.2. The Concept of Inclusive Education
During the last decade, there have been many changes in the education of children
with disabilities. These changes include changes in attitude, methodology, the use of
related concepts and like. These changes are not only relevant for the benefit and
enrichment of children with impairment, but for the enrichment of all involved
children, their families, teachers and head teachers, their school communities and
possibly the community as a whole. The most important consequence of this change
is recognition and appreciation of diversity. This again is resulting in efforts to bring
back into the community all those who had been excluded by the vast majority
because of being different (Skjorten, 2004).
Inclusive education means welcoming all children, without discrimination, into
regular or general schools. By the change of attitude against differential treatment of
education, differences in people will likely be seen in a positive perspective. It calls
for a respect of difference and celebration of diversity. In deed, it is a focus on
creating environments responsive to the differing developmental capacities, needs and
potential of all children. Inclusive education means a shift in services from simply
trying to fit the child into “normal settings”. It is a supplemental support for their
disabilities or special needs and promotes the child’s overall development in optimal
setting (Tirusew, 2005).
Therefore, the task becomes one of developing the school in response to a pupils’
diversity. This has to include a consideration of overall organization, curriculum and
classroom practice, support for learning and staff development (Ainslow, 1997).
According to Tirusew (2005), inclusive education implies that education is about
learning to live and learn together. Central to the present thinking is the approach
towards learning, which is termed “inclusive learning,” a move away from labeling
the student and towards creating educational environments: concentrating on
understanding better how people learn so that they can be better helped to learn, and
seeing people with disabilities and/or learning difficulties first and for most as
learners. 13
Thus, the need to work out the necessary modification and adaptations of educational
materials, teaching methodologies, facilities, equipment and environmental conditions
so that the child’s specific educational needs can best be served is essential in an
inclusive setting. The special support children with disabilities require to learn may
range from minor modifications to major adaptations (Smith et.al., 1995).
Many factors affect and regulate the development of inclusion. Some of the
determinant factors are the attitudes of the community towards children with
impairments and inclusion, a limited understanding of the concept of impairment and
a hardened resistance to change is the major barriers impeding inclusive education.
The teachers’ attitudes are seen as decisive factors for successful inclusion. Inclusion
has been based on the assumption that teachers are willing to admit students with
impairment in regular class and be responsible for meeting their needs (Tirussew,
1999).
2.2.1. The Shift to Inclusive Education
Inclusive education is a strategy aimed towards the goal of promoting an inclusive
society, regardless of their ability and impairment (Rydbjerg, 2003). Although
inclusive education generally refers to the inclusion of children with disabilities in
regular education, most of the educators in all parts of the world recognizing as
approach to education which meets the needs of diversity of learner that result in
quality education for all. Low literacy rates and high dropout rates in many countries
of the world are key indicator of the failure of the education models in use. Moreover,
the education models in use have failed to address issues such as poverty, ethnic
minorities, violence and abuse of rural children, child labour (World Bank, 2004).
Furthermore, the strategies used to achieve inclusive education for students with
disabilities can benefit other with learning difficulties and as means to improve the
quality of education for all children in the classroom. Inclusion is not just about
placing students with disabilities in to mainstream classrooms. It recognizes the needs 14
of all children and demands trained teachers that facilitate an inclusive classroom
which enables the entire learner to meet their needs.
2.2.2. Advantages of Inclusive Education for Students with Disabilities
An inclusive education is an instrument for promoting human rights and promoting
and reinforcing principles spelled out by International Conventions and other key
documents such as the 1994 Salamanca Declaration. Through research, it has been
proven that children develop better physically, psychologically, and socially if they
learn together with other children (Radda Barnen, 1995).
The general education classroom provides students with disabilities access to students
without disabilities, access to curricula and textbooks to which most other students
are exposed, access to subject content taught by subject specialists; access to
instruction from a general education teachers whose training and experience are quite
different from those of special education teachers. Moreover, classroom provides
access to all of the stress and strains associated with the preparation for, taking of and
passing and/or falling of the statewide assessments (Tirussew, 2005).
In inclusive settings students with disabilities are provided with the opportunity to be
exposed and reciprocate to a broad range of social interaction behavior. These
beneficial interactions can be characterized as proximal interactions (Sensory
Contact), helping interactions (non-disabled students voluntarily providing direct
assistance, promoting social and effective relationships), and reciprocal interactions
(the disabled and the non-disabled are both occurring personal benefits from the
relationships, like playing a game) (Stain Back and Stain Back, 1985). This dynamic
transaction contributes a great deal to the holistic development of the child like, for
example learning to perform skills across persons, places, materials, and language
cues and establishing social and effective relationship. Furthermore students with
disabilities can profit from learning basic educational tasks by observing non-disabled
student peer models (Tirusew, 2005).
15
Inclusive education at the formative stage of development can do much to sweep
away the barriers of traditional beliefs and misunderstanding that keep the persons
with disabilities and the non-disabled parents apart (Booth, and Potts, 1987).
In general, non-disabled students who have had opportunities to interact with students
with severe disabilities have more positive and accepting attitudes than those who
have not had such opportunities. Such interactions can also reduce non-disabled
students fear of students with disabilities and promote understanding and acceptance
(Tirussew, 2005).
2.2.3. Requirements of Successful Inclusive Education for Students with
Orthopedic, Visual, and Hearing Impairments
It is true that, legislation and regulations alone cannot implement inclusion
effectively. In order to have successful inclusive education of students with
orthopedic, visual, and hearing impairments, certain criteria have to be fulfilled.
According to Skjorten (2004), successful inclusive education has to include the
following attributes:
1. Change of heart and attitude.
2. Reorientation related to assessment, teaching methods and classroom
management including to adjustment of the environment.
3. Redefinition of teachers’ roles and reallocation of human resources.
4. Redefinition of the role of existing special schools; (could these schools for
example gradually start serving as out reaching resource centers?).
5. Provision of professional assistance for teachers in the form of
A. Reorientation in teacher education so that new teacher can contribute
to the process towards inclusion and related to the flexibility that is
necessary.
B. In service reorientation and upgrading of teachers, and head teachers
so that they too will be able to contribute to the process towards
inclusion and relate to the flexibility that is necessary.
C. Itinerant services according to needs. 16
6. Establishment and improvement for further development of partnership
between teachers and parents need mutual reorientation and upgrading.
Inclusion will also require a flexible educational system including flexible curriculum
and examination system. Furthermore, it is important that one cannot develop
national models for inclusion (Skjorten, 2004).
2.3. Disability and the Condition of Students with Physical
Disabilities
Disability is any restriction or lack (resulting from an impairment) of ability to
perform an activity in the manner or within the range considered normal for a human
being (Miron, 1994). Several people live with various types of disabilities in the
world.
In many cultures, people with disabilities find that their human dignity is impaired.
They risk being hidden away, as though they were an inferior kind of human being.
They also risk being oppressed, abused and exploited. Having a disabled child may
even be regarded as a shameful as punishment from God. All these things mean that,
in addition to his/her disability, the child with disability is also obliged to fight
against people’s prejudices and ignorance. Children with disabilities are often the
most neglected group of all where children are concerned (Radda Barnen, 1999).
Attitudes about persons with disabilities vary from society to society in accordance
with the particular socio-cultural, economic, political and religious dimensions. They
also vary according to the different categories of disabling conditions and in most
societies it is possible to note a “hierarchy of disabilities”, where disabling conditions
are ranked in terms of the public’s degree of acceptance and dislike (Miron, 1994).
Regardless of what cultural and traditional attitudes people may have disabilities and
bodily impairments as naturally a part of human life as birth and death. Disabled
people have existed at all times and in all cultures throughout the world (Radda
Barnen, 1999). 17
The way in which we educate our children besides being influenced by the socioeconomic and political realms is a reflection of our attitudes and beliefs. Segregating
children on the basis of disabling conditions reflects the belief that these children are
different; different in their needs and aspirations, and incapable of benefiting from
that which is provided to “normal” children. It is this general system of beliefs that
affects the diagnosis and treatment of persons with disabilities with in a country
(Miron, 1994).
Even though there are diverse types of disabilities, this study is concentrated only on
the orthopedic, visual, and hearing impairments which are easily perceived in the
school.
2.3.1. Visual Impairment
A student with visual impairment has impairment in vision that, even with correction,
adversely affects a child’s educational development. Visual impairment includes both
partial sight and blindness (Ysseldyke, 2004, Salend, 1994). Students with severe
visual impairments are usually identified before they enter the school, although some
partially sighted students may not be identified until they reach school age, when
visual demands increase (Ysseldyke, 2004).
Heredity is the major cause of visual impairment. Other factors include infectious
diseases, poisoning, diabetes, tumors and prenatal complications. Aging has become a
primary cause of blindness in the elderly (Salend, 1994).
2.3.2. Hearing Impairment
The manifestation of faulty hearing, whether due to a malfunction of physical
apparatus or of perceptual processing are amazingly similar. Both types of problems
result in inadequate assimilation of auditory information, and hence difficulties result
in language and speech, (Bockminer, 1981 cited in Solomon, 2005). Many people are
not aware of that there are two dimensions to the sense of hearing. First, the intensity,
or loudness with which sound is received, and second, the quality, or clarity with 18
which sound is received. Difficulties concerning only the loudness factor are due to
conductive losses and can usually be helped with the use of hearing aids. Difficulties
with clarity, however, are due to sensory neural losses. Such losses are usually caused
by damage to nerve fibers in the inner ear, (Allen, 1989 cited in Solomon, 2005).
According to Kirk (1962), a hearing impaired person is considered to be deaf if the
sense of hearing is not functional for the ordinary purposes of life, or hard of hearing
when the sense of hearing is defective but functional, with or without a hearing aid
(Ibid).
The cause of hearing impairment can be heredity or environmental factors. Total
deafness, which is rare, is usually congenital. Trybus, (1985) cited in Salend, (1994)
identified the primary causes of hearing impairment as hereditary, material rubulla,
prenatal and perinatal complications, meningitis and childhood diseases and injuries.
2.3.3. Orthopedic Impairment
As noted in Salend (1994), two types of physical disabilities are recognized by the
United States department of education (1977); Orthopedically impaired and other
health impaired. Orthopedic impairment on which this study is concentrated is
defined as having the following; A sever orthopedic impairment which adversely
affects a child’s educational performance, (which includes impairment caused by
congenital anomaly (e.g., clubfoot, absence of some member etc), impairments
caused by diseases e.g., poliomyelitis, bone tuberculosis, etc), and impairments from
other causes (e.g., cerebral palsy, spinabifidia, amputations, and fractures of bone
which cause contracture (USOE, 1977 in Salend, 1994).
2.4. Physical Education
Among the many definitions given by scholars, Freeman (1972) defines physical
education as “Physical Education is the sum of man’s physical activities selected as to
kind, and conducted as to outcomes”. Freeman’s definition sets on consideration of
the fundamental question whether educating only the physical aspect of the body is 19
sufficient to define the field. In view of the fundamental concept which puts body and
mind to be two sides of a coin, physical education for the physical well-being of the
human organism as the union of mind and body-where a healthy physical status is
intimately linked to bright mind setting. Thus, physical education aims at developing
the human person with a combination of a healthy mind and body as indivisible
whole-through physical activities. With this view operative, physical education has
concern for and with emotional responses, personal relationships, group behaviors,
mental learning and other intellectual, social, emotional and aesthetic outcomes.
Freeman is stressing the point that even though physical education seeks to educate
people through physical means by working with physical activities, it is also
concerned with educational results which are not entirely physical. The goal of
physical education is to influence all areas of educational development, including the
mental and social growth of the students. While the body is being improved
physically, the mind should be learning and expanding, and there should be some
social development such as learning to work with others.
Furthermore, Wuest and Lombardo (1994) stated that “physical education is a
learning process designed to foster the development of motor skills, health-related
fitness, knowledge, and attitudes relative to physical activity through a series of
carefully planned and conducted experiences. The learning environment is ought to
be thoughtfully structured to enhance the overall development of each student within
the three learning domains-psychomotor, cognitive and affective. These learning
experiences are helping students understand how humans move and execute
movements safely, efficiently, and effectively. These experiences are conducted in
such a way as to promote positive feelings toward oneself that physical activity can
make to one’s quality of life.
As cited in Wuest and Lombardo, Physical Education is an integral part of the total
educational curriculum. It is the area of the school curriculum that teaches motor
skills and an understanding of human movement and provides opportunities to 20
facilitate their development. Furthermore, physical education when properly planned
and taught can support learning across the curriculum; for example, physical
education can integrate information about anatomy and physiology as well as
nutrition which is in science and health classes. Therefore, physical education is an
essential component of any curriculum designed to educate the whole person.
Finally, although the means of the educational methods that is the process by which
the student gains these benefits is physical, the benefits for the students include
improvements or changes in such non-physical areas within the spectrum of
educational development as intellectual, social, and aesthetic growth.
2.4.1. Goals of Physical Education
For many years professionals have set forth many purposes for secondary school
physical education. As cited in Wuest and Lombardo (Ibid) the goals of physical
education relate to the student development in three interrelated domainspsychomotor, cognitive, and affective:
A. Psychomotor Development: refers to the acquisition and refinement of motor
skills essential for every day activities (for example, posture or lifting objects)
for movement in a variety of physical activities, such as dance, athletics, sport
or outdoor pursuits are important outcomes associated with this domain.
B. Cognitive Development: refers to acquisition of knowledge outcome.
Development of knowledge encompasses the learning of rules, strategies, and
safety considerations for various physical activities. Problem-solving, critical
thinking, and analytical skills are also important outcomes to be achieved.
Physical education teachers must provide students with guidance and
experiences that will help them understand the relationship between
movement concepts (time, space, relationship, and effort) principles and the
performance of motor skills. Teaching for transfer of knowledge and skills
from one situation to another is also important; that is to say, teachers must
help students make the connection between skills and knowledge previously
learned and new learning. With regard to skills students should be able to 21
identify key elements of the skill, analyze their performances; and prescribe
necessary changes to enhance the performances; this is essential to promoting
lifelong learning in physical education.
C. Psychosocial and Emotional Development: of moral reasoning, and
formulation of values, interests, and attitudes are encompassed within the
affective domain. Development in this domain should not be left to chance but
actively sought through carefully planned approaches designed to promote
growth in this area. Physical education has the potential to develop such
desirable characteristics as acceptance, and appreciation of one’s effort and
abilities as well as those of other students.
Explaining the role of physical education within the context of total educational
experience, Bao (1989) stress that the physical education experience should relate to
the total educational process and to each person’s whole life. If the physical education
experience makes no contribution to the total educational experiences, then, the
proper function expected to a true physical education program is deemed not to have
been fulfilled.
As part of the total education of the students, the curriculum in physical education
should be congruent with educational philosophy of the school and meaningfully
contribute to schools educational goals. This is also supported by Wuest and
Lombardo who stated that contemporary education has many aims. One of its primary
purposes is to provide experiences that will help all individuals develop to their
fullest potential, regardless of their ability, race, sex, religions, or economic status.
This purpose typically encompasses development in the three educational domains
helping each individual attain a high level of health and wellbeing. Another goal is to
prepare individuals for life. Schools are shouldered with responsibility of preparing
each individual to function as an effective, contributing member of society, both
socially and vocationally. If education is understood as a tool for the development of
the total person, of the individual, the unique contribution of physical education to
this endeavor cannot be underestimated. Physical education is the area of school 22
discipline that promotes the development of motor skills and fitness. The contribution
of physical education to psychomotor development is unparalleled with any other
curricular area.
2.4.2. Physical Education: An Integral Part of General Education
Physical education is the integral part of the total educational process which enhances
and integrates that physical, social, and psychological aspect of an individual’s life,
through directed physical activity (Arnold, 1976).
Very often the natural relationship between general education and physical education
is forgotten, with the result that the two exist physically together but functionally
apart. This has resulted in reducing the scope of the school program in two respects.
Firstly the educational function of physical education has been neglected and
secondly, the physical functions of education are not recognized. These two are really
complementary to each other and have to function together (Festle, 1996).
Arnold (1976) also views that through a well directed physical education program
students develop skills for the correct use of leisure time by undertaking activities
which are conductive to healthy living social development and a sense of civic
responsibility.
Bucher (1972) cited in Ram and et.al., (1996:45) defines physical education as:
An integral part of the total education process, a field of endeavourer that
has as its aim the development of physically, mentally, emotionally, and
socially fit citizens through the medium of physical activities that have been
selected with a view to realize these outcomes.
The above definition depicts that physical education is a process which utilizes
activities that are inherent in each individual to develop a person organically, neuromuscularly, intellectually, and emotionally. These outcomes are realized whenever
physical education activities are conducted in such places as the playground,
gymnasium and swimming pool.
23
2.4.2.1. Relationship with Education
Kamlesh and Sangral (1997) states that the relationship between physical education
and general education provides opportunities for exchange of views between the
physical education teacher and the subject teacher about the abilities, interests,
limitation and scope of each individual student and his/her participation in the school
program. In this way, good physical education teacher ascertains how well
participation performs the necessary motor skills before permitting him/her to take
part in physical activities.
The same authors explicitly elaborated that physical education has been accepted as
an essential part of general education and no educational authority, state or
organization questions the justification or need for it. But still there is a considerable
confusion in interpreting the scope and the nature of a physical education program
and its academic relationship with general education or the contribution of general
education to physical education.
Kamlesh and Sangral (1997) states that physical education program is nothing but an
application of sound philosophical, educational, psychological, physiological,
anatomical and biological principles. The physical educator should consider psychophysical needs and problems of boys and girls and fit the program to suit the children
instead of trying to adapt everybody and girl to the program. Rigid syllabus has no
place in physical education except as guidelines or outlines which can be altered or
even completely dropped according to various factors like climate, time,
environment, type of groups, purpose of activity, and so on. Therefore, the
relationship between physical education and education is natural. It is a fact that we
cannot conceive of physical education without educational value as it cannot exist in
educational vacuum.
2.4.2.2. Integration in Physical Education
For centuries, the ideas of a separate mind and body influenced education and the
school practice which led to plan for training the mind disregarding the body. But 24
today, the educational orientation has changed and physical education is conducted as
a real part of the entire educational process. The basic facts of integration of mind and
body, ideas and actions, knowledge and application have taken place (Arnold, 1976).
The prime responsibility of physical education is to conceive of its work as
related to all the reactions that participants experiences, to be concerned for
interests, moods, manners, morals, habits, and ideas as well as strength, skill,
agility, speed, safety and endurance. The whole person participates: the
whole person must be served (Ibid).
In line with this idea, Butcher, (1972) cited in Ram and et.al., (1996) states:
Physical education and health not only affect social development but emotional
development as well. Games provide release from tension after long periods of
study; furthermore, achievement in physical activities give students a sense of
provide which pays dividends in emotional satisfaction and well-being.
2.4.2.3. Educational Value of Co-curricular Physical Activities
Ram and et.al., (1996) elaborates in terms of pupils interest, those co-curriculum
activities should be encouraged which will give the participants an opportunity to
develop habits of cooperation, fair play and good citizenship. They provided
opportunities for training in leadership and the wise use of leisure time.
They further discussed the important thing that such co-curricular activities should be
interrelated and integrated, with regular academic activities so that constructive
attitudes of responsibility, initiative and pride in accomplishment carry over from one
activity to the other.
Moreover, one more co-curricular activity is that it becomes the basis of occupational
interest and occupational selection. There are many examples of students that wish
below average academic achievement but who successfully participate in sports
activities and develop interest in health education as their occupation. Thus, interest
and encouragement develop through co-curricular activities influence the life patterns
of the students.
25
Like Siedentop (1998) and other experts in the field of education and physical
education have come to a common agreement that physical education has to achieve
the status of academic discipline since it is an integral part of the total education
process.
Based on the above concept, one can remark that, the educative value of any cocurricular activity depends on the type of activity itself, abilities and limitations of
participants, nature of the physical education teacher who is the charge of the physical
education program, the large society in which the institute is located and the
objectives of the institute.
2.5. The General Concept and Development of Adapted Physical
Education/Physical Education for Children with Disabilities
Physical education, as generally organized is not designed for pupils with disabilities.
If such a strong case for physical education can be built because of its contribution to
the development of youth, can not a stronger case be built for a program of physical
education adapted to the needs of the handicapped? Surely, there needs are greater
and they stand to gain more from guided developmental and sports experiences (Dunn
and Fait, 1989).
Adapted physical education has developed from the early corrective classes that were
established specifically for those with disabilities. These authors stated that, because
of World I and II, there were medical and surgical advances that increased the
survival rate of many individuals.
Many of those who survived were left with physical disabilities. At this time physical
activity including sports become a major technique to help in the physical and
psychological rehabilitation.
About the same period, corrective physical education classes were started in schools
to ameliorate postural deviations. The popularity of corrective classes diminished 26
during the late 1940s and these began to be replaced by adapted physical education
classes where the focus was on games and sports to meet the needs of students who
were disabled. As yet little consideration was given to the idea that handicapped
students could be taught to play modified forms of sports or games.
In the 1940s, fundamental changes were initiated in physical education for
handicapped students in some universities and colleges. Recognition of the value of
play as an educational tool to implement social, mental, and physical development, it
becomes the philosophical basis of course offering to the handicapped. During the
1970s and 1980s, adapted physical education programs grew in number and quality.
Their expansion and change paralleled growth and change in special education itself
(Cratty et.al., 1989).
Nevertheless, adapted physical activity does not categorize people as disabled or nondisabled, as do eligibility procedures for special education placement. Instead, it
analyzes individual differences associated with problems in the psychomotor domain
(Sherrill, 1993).
Adapted physical education differs from regular physical education in that it has a
multi-disciplinary approach to individual program planning. It covers an age
spectrum from early childhood to adulthood, has educational accountability through
the Individualized Educational Planning (IEP) and emphasizes cooperative service
among the school community, and the home to enhance a handicapped person’s
capabilities (Reynnolds & Mann, 1987).
Objectives of adapted physical education programs vary from program to program
depending on population characteristics, institutional expertise, and equipment.
Among the commonly accepted objectives of most programs are to provide students
with opportunities to learn about and participate in a number of appropriate
recreational leisure time activities (Sherrill, 1985).
27
In emphasize to the above statement, Resnick (1971) has also sated that:
As the blind child moves out in the physical environment and takes part in
many activities, he/she begins to reflect new attitudes toward himself/herself
and others. Challenged by opportunities for self-reliance and responsibility,
and motivated by groups’ acceptance and the exhilaration of increased
participation in life, he/she begins to acquire a more constructive selfevaluation and to achieve more satisfying relationships with others.
Another important characteristics of adapted physical education is that emphasize is
placed on engaging in physical activity rather than participating in a sedentary
alternative to physical activity (Winnick, 1990). Auxter, Pyfer & Huetting (1993),
and Seaman & Depauw (1989), contended that the curricula of adapted physical
activity is like that of regular physical education but the procedures and methods for
delivery of instruction are altered to meet the needs of students with movement
problems.
2.5.1. The Current Status of Adapted Physical Education in the World
According to Dunn & Fait (1989), adapted physical education has developed from the
early corrective classes that were established specifically for those with disabilities.
Gradually over the years following World War I, the practice grew of assessing
handicapped students to corrective courses in order to protect their conditions from
possible aggravation. As yet, little consideration was given to the idea that
handicapped students could be taught to play modified forms of sports and games.
Accordingly, Auxter, Pyfer & Huetting (1997) stated that, from a national
perspective, physical education for students with disabilities is still inadequate.
Studies done in different states of U.S.A (United States of America) indicate that
physical education for students with disabilities remain a woefully neglected and
underdeveloped area of public school programming. One reason students with
disabilities are not receiving adequate instruction in physical education is because
they are inappropriately placed.
28
By low, children with disabilities should be placed in the most appropriate, least
restrictive setting that meets their needs. The regular class is the desirable setting; yet
it does not constitute the least restrictive environment for all individuals with
disabilities. Frequently students with disabilities are inappropriately placed in the
regular physical education class. The integration of students with disabilities into
regular physical education classes is almost exclusively by administrative decree
(Ibid).
No doubt that the condition in Ethiopia is more serious than that of U.S.A because of
the different developmental level of the two countries. According to the research done
by Degefa (2001), the involvement of children with disabilities in general and blind
students in particular is negligible in regular practical classes of physical education.
2.5.2. Benefits of Adapted Physical Education for Students with
Disabilities
The value of physical exercise on the human body is a fact that has been backed by
medical evidence. In todays world, science has brought a better understanding about
how the human body functions and with this understanding, greater care of the body
is seen as one way in which to improve the quality of life (IOC, 1996).
An appropriate level of fitness for an individual may lead to a more confident
outlook, greater emotional stability, and better mental health (Dauer & Pangrazi,
1979). Physical education, then, is education of, by and through huge human
movement. It is that phase of general education which contributes to the total growth
and development of the child, primarily through selected movement experiences.
As stated by Scholl (1986), a sound physical education program for the students with
disabilities can develop the physical fitness and motor skills necessary for activities of
daily living and orientation and mobility, a more positive self-concept and sense of
personal worth, and sport skills. Moreover, the contribution of physical education for
students with disabilities, in general and for students with Orthopedic, visual and 29
hearing impairment in particular is clarified by Auxter, Pyfer, & Huetting (1997) as
follows:
It develops recreational motor skills for independent functioning in the
community;
It develops physical fitness for maintenance of health;
It improves ambulatory skills to master mobility in domestic and community
environment;
It improves physical and motor pre-requisites to self help skills required for
independent living;
It develops physical and motor prerequisites to vocational skills required for
independent living;
It develops pre-requisite motor skills necessary for participation in selffulfilling leisure, physical, and social activity.
It has long been argued that participation in sports develops the social characteristics
of participants. The above authors underlined that, participation alone may not benefit
individuals with disabilities: however, when the conditions of participation are wellcontrolled (e.g., appropriate activities are offered at the ability level of the learner)
and environments are designed that include a carefully structured modeling process,
social development can be fostered through physical and sport activity.
2.6. Accommodating Students with Disabilities in the Regular
Physical Education Classes
Many argue that teaching children with heterogeneous learning characteristics is
impractical; however, growing number of educators take exception to that position.
Auxter, Pyfer & Huetting (1997) in their book which is called “Principles and
Methods of Adapted Physical Education and Recreation” pointed out that, successful
teaching of individuals with disabilities in regular classes requires teaching skills that
enable the accommodation of heterogeneous groups through individualization of
instruction. Adequate support personnel are frequently necessary when instruction is 30
individualized. In addition, it requires teachers who can modify rules, environments,
and task to promote meaningful play among students with and without disabilities.
Progress of children advancing on a continuum of least restrictive environments
requires:
1. Periodic review of educational progress.
2. Frequent assessment of what least restrictive environment means for a
particular child at a particular time, and
3. Possible modifications in the type of delivery of services that may produce
optimum progress in the future.
For these authors the following crucial points should be considered in
accommodating students with disabilities in physical education classes.
Most Appropriate Placement
Children with disabilities should be placed in settings that most appropriately meet
their physical education needs. Clearly, these children should not be placed in regular
classes if it is not in their best interest.
Appropriate placement requires consideration of several variables, such as the type of
curriculum in the regular program, characteristics of the regular class teacher, the
nature of the activity the child is to perform, and available support services.
Needs of the Child
Children with disabilities have physical, social, and emotional needs that are to be
met in physical education class. To accomplish this, the following four conditions
should be met:
1. The instructional level of activity commensurate with the ability level of the
child. Some form of individualized instruction should be provided.
2. Activities should be modified to accommodate individual differences in group
games.
3. The social environment should be such that it can promote interaction.
4. Activities should enable participation rather than spectatorship.
31
Teacher Qualities
The characteristics of classes that restrict individual liberties for free association with
peers vary. Teachers may process different skills for accommodation of individual
differences when teaching specific content. Teachers’ attitudes toward acceptance of
all children in their class, their ability to accommodate children with disabilities, their
knowledge of behavior management techniques, and the teaching style they use are
considerations for appropriate placement.
Curriculum
Some activities enable accommodation of differences to a greater extent than others.
Individual sport skills such as tumbling and gymnastics do not depend on the
performance or ability of others. Skill development in sports is not particularly
difficult to individualize in a regular physical education class. The application of
these sport skills in competition is much more difficult. The nature of the activity and
the ability of the teacher to modify activities in order to include students with a wide
range of ability levels are important variables to consider. All children are entitled to
a learning environment where they may participate successfully and safely. To this
end, in order to create effective inclusive physical education classes deep knowledge
about the strategies is decisive.
2.6.1. The Physical Activity Program and Teaching Strategies for Students
with Disabilities
Each child with a disability has unique abilities and unique needs. Hence, it is
important to address this uniqueness through appropriate contents and teaching
strategies. In line with this, Auxter, Pyfer and Huetting (1997) specified significant
contents and teaching methodologies for diverse types of disabilities. However, for
the purpose of this study only orthopedic, visual and hearing impairments are the
focusing points. Therefore, in the following section, characteristics of each
impairment, the required physical activities, and suitable teaching strategies will be
stressed.
32
2.6.1.1. The Physical Activity Program and Specific Inclusive Strategies for
Orthopedically Impaired Students
The term arthritis is derived from the Greek roots: arthro-, meaning joint, and- itis,
meaning inflammation. Major contributors could be infection, hereditary factors,
environmental stress, dietary deficiencies, trauma, and organic or emotional
disturbances.
In most cases arthritis is progressive, gradually resulting in general fatigue, weight
loss, and muscular stiffness. Joint impairment is symmetrical and characteristically,
the small joints of the hands and feet are affected in the earliest stages. According to
these authors, arthritis has three common forms which are Rheumatoid,
Osteoarthritis, and Anklyosing Spondylitis.
Rheumatoid Arthritis: the most significant physical sign of this impairment is the
thickening of the synovial tissue in joints that are actively involved (inflamed)
inflamed joints are sensitive to the touch. Individuals with rheumatoid arthritis are
stiff for an hour or so after rising in the morning or after a period of inactivity.
Ostheoarthrits: the second most frequent type of arthritis is a disorder of the hyaline
cartilage primarily in the weight-bearing joints. It is a result of mechanical destruction
of the coverings of the bone at the joints because of trauma or repeated use. Initially
the condition is non-inflammatory, and it impacts only one or a few joints. Pain is the
earliest symptom, and it increases initially with exercise.
Ankylosing Spondylitis: affects the axial skeleton and large peripheral joints of the
body and is most prevalent in males. Common symptoms are current back pain,
particularly at night, and early morning stiffness that is relieved by activity.
Concerning the physical activity program and teaching strategies, they stated that,
physical exercise is critical to reduce pain and increase function. The exercise
required by orthopedically impaired students fall into three major categories:
exercises to improve and maintain range of motion, exercises that strengthen muscles 33
that surround and support affected joints, and aerobic exercises to improve
cardiovascular endurance. The physical educator should encourage gradual or static
stretching, isometric muscle contraction, and reduced weight-bearing aerobic exercise
daily.
Moreover, maintenance of normal joint range of movement is of prime importance
for establishing a functional joint. Stretching may first be employed passively:
however, active stretching is of greater benefit because muscle tone is maintained in
the process. Joints should be moved through pain-free range of motion several times
daily. Finally, these authors explained that, an individual with arthritis may need rest
periods during the day. These should be combined with a well planned exercise
program. Activity should never increase pain or so tire an individual that normal
recovery is not obtained by the next day. Therefore, physical education teachers
should consider all these important points in their inclusive practical classes in order
to help students with orthopedic impairments properly.
2.6.1.2. The Physical Activity Program and Specific Inclusive Strategies for
Visually Impaired Students
As stated by the above authors, there are varying degrees of blindness. Students with
loss of vision are, for educational purposes, classified as blind (those who are
educated through channels other than visual) or partially sighted (those who are able
to educated, with special aids, through the medium of vision, with consideration
given to the useful vision they retain).
The underlying causes for visual loss are existing conditions, structural anomalies, or
inefficient extra-ocular muscle control. Existing conditions impact the integrity of the
visual impulses either in the eye, on the optic nerve, or in the visual cortex. These
include diabetes, accidents and injuries, poisoning, tumors, excessive oxygen at birth,
and parental influences such as rubella and syphilis. Structural anomalies include
deviations of the eye structure. Functional causes that compromise visual efficiency
are extra-ocular muscle imbalances caused by postural deviations, poor reading 34
habits, and/or visual acuity problems. Furthermore, they divide visual disorders into
two basic types: (1) congenital, or present at birth, and (2) adventitious, acquired after
birth. Vision loss has serious implications for the general development of motor,
academic, intellectual psychological and social characteristics.
With regard to physical education program and teaching strategies for significant
inclusion, Auxter, Pyfer and Huetting expressed that, loss of vision, by itself, is not a
limiting condition for physical exercise. Therefore, a considerable amount of
developmental exercise of muscular strength and endurance can be administered to
such students.
It is obvious that the effective physical education teacher is one who respects all
students regardless of their ability level, is a skilled observer of motor performance,
recognize and accommodates for individual differences, and uses teaching methods
and curricular appropriate for the students he/she teach. Hence, the teacher has to
know that, the student who has visual limitations must depend on receiving
information, through sensory media other than vision during physical activity.
For instance, the correct feel of the movement can be communicated through manual
guidance method administered by an instructor or another student. Also, because the
child with visual limitations has little or not understating of spatial concepts such as
location, position, direction, and distance, skin and muscular sensations that arise
when the student is moved through the activity area provide the information needed
to participate.
Finally, for effective inclusive instruction, the physical education program should
include adaptation of the general program of activities, when needed; additional or
specialized activities, depending on the needs of the child and special equipment, if
needed. 35
2.6.1.3. The Physical Activity Program and Specific Inclusive Strategies for
Students with Hearing Impairment
According to The Education of the Handicapped Act cited in Auxter, Pyfer &
Huetting (1997):
“Deaf” means a hearing impairment which is so severe that the child is
impaired in processing linguistic information through hearing, with or without
amplification, which adversely affects educational performance …” “Hard-ofhearing” means a hearing impairment whether permanent or fluctuating,
which adversely affect a child’s educational performance but which is not
included under deaf.
Based on the time of onset, deafness is grouped into two distinct classes. They are the
congenitally deaf and the adventitiously deaf. Congenitally deaf persons are born
deaf; adventitiously deaf persons experience hearing loss after birth.
The physical education program for students with hearing impairment should
consider the differences between persons who are deaf or hard-of- hearing based on
the ways they respond to stimuli. For example, persons, with tinnitus (ringing in the
ears) are highly sensitive to noise and vibration and may not perform well in a nosey
facility such as the gymnasium. On the other hand, deaf children with impaired semicircular canals, which affect balance, should not climb to high places because an
important concern for this population is balance.
In the inclusive classes of physical education, the teacher who works with deaf and
hard-of-hearing students must do everything possible to ensure effective
communication. In line with this, Ling cited in Auxter, Pyfer and Huetting (1997), no
single method can meet the individual needs of all children with hearing disorders,
and whenever possible a total communication system should be used. Hence, to
encourage maximum participation, the skills and attitudes of the instructor are
important.
2.6.2. Assessment in Inclusive Physical Education Classes
As stated by Auxter, Pyfer, and Hueting (1997) a critical component of an effective
curriculum is a means for determining at what levels students are functioning, the 36
types of interventions needed to gain full benefits from their school experiences, their
progress toward mastery of the school curriculum and validation that what has been
learned has application in the society.
They also advocated that, assessment is an inseparable part of the students’ ongoing
educational program, and it is particularly critical for students with disabilities.
Hence, they underlined that the teacher in the inclusive classes should know the
purposes of assessment and types of assessment match to the purposes.
According to these authors, assessment of students with disabilities in educational
settings has at least five purposes:
1. To identify those who might be experiencing developmental delays.
2. To diagnose the nature of the student’s problem or delay.
3. To provide information to use in developing the Individual Education
Program (IEP) and in determining appropriate placement.
4. To develop instruction specific to the students special needs.
5. To evaluate student progress.
Moreover, the purpose of the assessment will dictate the type of instrument selected
and the standards the instrument must meet. The more critical the decisions that are
made from the assessment, the more rigorous the requirements for the instrument the
evaluator will use.
2.6.2.1. Grading (Marking) Students with Disabilities in an Inclusive Setting
A grade in any subject should promote educational goals and should reflect
educational aims and objectives. For programs to be most effective, established
objectives must indicate the desired goals of instruction so that they become the
criteria on which grades are based (Auxter, Pyfer and Huetting, 1997). As to them,
the complexity of grading physical education classes is magnified when an attempt is
made to evaluate the performance of students with disabilities. So that, students are
graded on the basis of how well they meet their IEP objectives, a student with poor 37
posture, a student with cardiac disorder, an obese student, and a student who has just
had surgery can all be properly evaluated for their grades in the class.
They stated that, the following criteria might be applied to students to determine how
well they have met objectives in the adapted physical education class.
1. Performance: The standard of performance in reference to individual
limitations, such as vigorous work on specific activities and posture exercise
for obese students, or control of the amount and intensity of work for cardiac
and postoperative students.
2. Persistence: Accomplishment of individual performance objectives
determined in the Individual Physical Education Program (IPEP) suggestions
for recording and computing the grade are as follows:
I. Since the grade may involve some subjective judgments on the part of the
instructor, the student should be observed and graded many times
throughout the semester (daily or weekly).
II. Numerical ratings (recorded on the exercise card and in the role book or
on a class spreadsheet) can be given to the student; in this way the student
and the instructor are always aware of the students’ progress toward stated
behavioral objectives.
III. The numerical grades can be averaged and then should be considered,
along with other factors that may influence the final grade (knowledge
examinations and health factors, if they are considered), to determine the
final mark for the semester.
IV. Objective measurements should be used to test skill and knowledge.
2.7. Attitudes of Teachers and Students with Orthopedic, Visual, and
Hearing Disabilities towards Inclusive Physical Education
2.7.1. Teachers’ Attitude
Although the issue of inclusive education and its implications for education appears
to be debatable during the past few years, societies have become increasingly 38
concerned with ensuring the educational right of all children irrespective of the
severity of their disability. As a result, learning of students with orthopedic, visual
and hearing impairments in the regular educational setting as ordinary class students
have become the concern of educators, governments and the society at large.
Mesfin (2006) noted that, although organization, financing, regulations, teacher
training and so on can play their own part to facilitate inclusive education, the
placement of students with special needs in regular settings will remain problematic
unless teachers activity support the effect to achieve effective inclusive school
practice.
Sharing the same view, Schulze et.al., (1991) also affirmed “Teacher attitudes have
been identified as being crucial to the success of any main-streaming program”. They
further declared the teacher attitudes “not only set the tone for the relationship
between teachers and handicapped students, but they also substantially influence the
attitudes of non-handicapped classmates.” Additionally it is noted that the attitudes
and knowledge of teachers concerning children with handicaps “are highly influential
in determining the social, intellectual and emotional adjustment of these children”
(Tibebu, 1995).
Some research findings have indicated that regular education teachers are becoming
more positive towards inclusive education. In some cases it has been reported that
some regular educators have displayed: “an enthusiastic professional dedication to the
development and implementation of inclusive school practices” (Padeliadu &
Lampropoulou, 1997).
In the Ethiopian context, research conducted concerning attitudes of teachers and
students towards inclusive education of orthopedic, visual and hearing impaired
students appears to be very scarce. The study conducted by Tibebu (1995) cited by
Tesfaye (2004), revealed that the special and regular teachers have a means below the
neutral value, thereby indicating their negative attitudes towards learning of children
with disabilities in regular class. 39
The global trend towards the integration of students with different disability types in
to the regular classrooms appears to be favoured positively. This help to secure
psychosocial and educational benefits to children with special needs.
2.7.2. Students’ Attitude
It is suggested that inclusive education experience will be more effective and enable
handicapped students develop a positive feeling about their personal values if there
peers in school socially accepted them (Tirusew, 2000).
However, recent evidences suggest that, attitude of students with disabilities towards
regular class seem to be very limited. For instance, a research conducted by Jones
(1985) as cited by Bench (1992) indicated that the attempt of hearing impaired
children “at social interaction are rejected relatively often by the potential hearing
peers”. Another observer has also noted that handicapped students are frequently
rejected and allienated in regular class setting partly by their “normal” peers (Schulze,
et.al., 1991). On some instances, possibly, there can be negative reactions of the
environment in the social interaction, which may pre-dispose students with
disabilities develop negative attitude towards inclusive education. Hence, making the
environment not rejecting type and creating initiative atmosphere is crucial to help the
students to generate positive attitude which is significant to enhance the educational
condition of students with disabilities in the inclusive settings.
2.8. An Attributes of Physical Education Teachers in Inclusive
Physical Education Classes
As the study done by Dunn & Fait (1989), the disadvantaged have had fewer
opportunities to enjoy success or excel than others of the general populace. By
providing planned activities yielding high success rates, the individual will become
more self-confident and develop a can do attitude (NFEAS, 1998-99). In order to
provide the kind of learning situation that makes desired results possible, the teacher
needs knowledge and training as well as certain special qualities of character and 40
personality. As noted by Hornby & Tylor (1995), leaders in the field of education
agreed on the following points as to what qualities are essential for successful
teaching.
The teachers’ professional equipment, knowledge of the child and society,
the purpose, methods, materials and outcomes of education are some of the
important qualities serving as a starting point without which no one can
hope to be successful in teaching.
A teacher of students with disability must posses certain attributes which are required
to promote the learning of students with special needs in the regular classes.
Supporting this idea Dunn & Fait (1989) elaborated that, many of the basic
techniques that all good teachers of physical education use can be applied
successfully in teaching the special population.
In line with this, they suggest that: a thorough knowledge of sport and game skills, a
sound understanding of the nature of the human body and its response to exercise,
training in methods of teaching and the psychology of learning, including motor
learning are some of the important requirements of inclusive physical educator.
Moreover, Auxter, Pyfer & Huetting (1997) specified the major roles of adapted
physical educator as follows:
Special Roles of the Adapted Physical Educator
1. Assess/evaluate learners with disabilities.
2. Provide diagnostic/testing information for other educators.
3. Develop an individually designed educational program to meet each student’s
unique needs.
4. Modify activities to meet each student’s unique needs.
5. Develop specific behavior management plans.
6. Coordinate instruction in regular education and special education settings.
7. Provide input regarding grading and retention or promotion.
8. Plan for transfer of skills from the special education environment to the
general education setting. 41
9. Direct small-group or individual instruction in general education classes.
10. Team teaching in regular education classes.
11. Direct pre-teaching and post-teaching, experiences to prepare for and review
material.
12. communicate with parents of students with disabilities
To this end, special attention should be given by physical educators towards students
with special needs to ensure that they participate in programs which help to improve
their physical, mental, social, and psychological conditions.
2.9. Some Major Factors Influencing the Involvement of Students
with Disabilities in Physical Education Practical Classes
2.9.1. Lack of Awareness
In order to overcome the problem of stigmatization, one definite solution is to make
the responsible groups aware of the benefits of inclusive physical education to the
learner with special needs. However, in most cases due to lack of understanding about
inclusive education these opportunities have given less consideration or totally
forgotten. Furthermore, some consider the provision of special education for students
with disabilities as a humanitarian’s activity. With this regard, the provision of special
need education in Ethiopia is mainly carried out by NGOs (Tirussew, 2005). Hence,
in order to improve the inclusion of students with disabilities in physical education
practical classes the awareness creation should include teachers, school
administration, parents, other students, official educational experts and others
(Tirusew, 2005).
2.9.2. Previous Experience
Inclusive education means welcoming all children, without discrimination, into
regular or general school. It is a supplemental support for disabilities or special needs
and promotes the childs overall development in optimal setting (Tirussew, 2005).
However, the inclusion of students with disabilities in physical education practical 42
classes seems inadequate. They have poor experience in the previous classes
concerning their involvement in inclusive physical education. Supporting this view
Buel (1982) cited in Degefa (2001) stated that, it is common practice to exclude blind
students, even those with useful visions, from physical education classes, or to over
protect them during physical instruction insisting that they keep score or sit on the
bench while their sighted peers engage in vigorous exercise.
Among the major reasons, for the insignificant experience of these students in
inclusive physical education are may be mis-conception of teachers and students
themselves. The teachers’ attitudes are seen as decisive factors for successful
inclusion. Inclusion has been based on the assumption that teachers are willing to
admit students with impairment in regular classes and be responsible for meeting their
needs (Tirusew, 1999). On the other hand, students with disabilities due to various
discouraging factors might have less or no interest to be part of inclusive physical
education.
2.9.3. Lack of Parents and Community Involvement
Carpenter and Morris (2001) revealed that, the education of children with special
educational needs could not be achieved without active participation of parents as a
wide range of community services.
According to UNESCO (2003), the involvement of families and local community in
the education of children with disabilities is essential in addressing the special needs
of these students.
This indicates that the process of inclusive education is not only the responsibility of
a teacher and the school. Though encouraging marginalized group to become
involved can be difficult, the involvement of parent in education is vital. Therefore,
parents due to their closer contact to their students with disabilities have access to
encourage and motivate these students to be active participants in physical education
practical classes and being beneficial.
43
2.9.4. Teachers and Principals Competence
The development of inclusive education relies heavily up on teaching staff within the
system, especially, in developing countries like Ethiopia, where the financial resource
for equipment and materials are limited. Therefore, the training of the actors in
schools is crucial for creating positive foundation for inclusive education.
Furthermore, poorly trained and unqualified teachers, lack of professional support and
resource are also result in poor qualities of education (Carpenter and Morris, 2001).
It is clearly understand that the effective teaching-learning process of inclusive
education demands trained teachers and principals and education office experts who
are equipped with skills enables them to deal with the unique characteristics and
needs of diversity of learner.
2.9.5. The Nature of Curriculum
According to Fullan (1996), it is the standard school curriculum that possesses
problems for the student in the categories of learning disability, behaviour disorders,
and mild mental retardation. General education curriculum is problematic for student
with special needs education because; it fails to meet the needs of diversity of learners
and inflexible to accommodate the real and fluid nature of student learning. Bizuneh
(2008) stated that, the apparent goal of inclusive education is to develop the skills of
children with disabilities through appropriate curriculum. Thus, teaching students
with disabilities without a well-differentiated curriculum would allienate them from
the learning activities. To this end, Ashdown and Carpenter (2001) contended that
students with disabilities need strategies so as to ensure their participation in the
curriculum and it should comprise all learning and other experience based on the
modified curriculum.
2.9.6. Lack of Assessment and Identification
Assessment in teaching-learning process is very important to identify an individual
child’s problem and to follow the progress and improvement in learning activities. It 44
also examines not only to educational needs but also the effectiveness of the program.
According to Lewis (2001), assessment should be an integral part of teaching and
learning process for all learners. Hence, assessment and identification are not simply
task; it demands a team consist of child’s teachers, a school psychologist, principals,
the child’s parents or guardian and other specialists who may be required (Bizuneh,
2008). Thus, it is important that students with disabilities should be identified and
provided with appropriate help in the inclusive education settings. However, the
Ethiopian education system seems fail to obtain adequate trained teachers and
administrators who have skill and training how to handle disability issue (Tirussew,
2005).
2.9.7. Lack of Appropriate School Facilities
The environment of school is crucial for it to become an inclusive center of
education. According to the survey conducted by UNESCO (2003), lack of physically
conducive environment in schools affect students with disabilities to participate
actively in the teaching-learning process. Similarly inclusive physical education
classes require several equipments in order to involve students with disabilities
effectively.
Furthermore, Nielsen (1997) explained that the furniture and equipment of the class
may need to be changed to accommodate students with disabilities. Because the
absence of conducive school environment and equipment affect the self-esteem and
the interest of these students toward inclusive physical education. 45
CHAPTER THREE
Research Design and Methodology
3.1 Research Design
The intention of this study was to collect empirical data on the existing involvement,
challenges and opportunities of students with physical disabilities in PE regular
practical classes. In order to meet this purpose, mixed approaches (qualitative and
quantitative approaches) were employed to investigate a contemporary phenomenon
within the real life context of these students. The research was conducted through
in-depth analysis of the condition of students with orthopedic, visual, and hearing
impairments in secondary schools (grade 9-12) of North Shoa Zone of Oromia
Regional State.
3.2. Population and Sampling Techniques
Currently there are about 16 secondary (grade 9-12) schools in North Shoa Zone of
Oromia Regional State and the research was conducted in 10 randomly selected
secondary schools which are 62.5% of the total population.
The target population of the study was students who had experienced Orthopedic,
Visual and Hearing impairments and attending their education in these regular
schools in 2009/10 academic year. PE teachers, school principals, woreda and zone
educational experts as well as regional curriculum expert have been also included in
the sample population.
The primary consideration in sample selection for the study was to include an
adequate number of respondents to perform meaningful data analysis. Therefore,
different approaches were used to draw representative sample size of the target
population. Hence, purposive sampling method has been employed to select the
whole subjects of the study which were students with disabilities, PE teachers, school
principals, woreda and zone educational experts as well as regional curriculum 46
expert. Thus, 94 students, 14 PE teachers, 10 school principals, 2 woreda and 2 zone
educational experts and 1 regional curriculum expert were selected. Therefore, a total
of 123 subjects have been involved in this study.
3.3. Source of Data
Source of data collection consisted of primary and secondary sources including
relevant literature, observation, and responses to questionnaires and interviews.
3.4. Data Collection Instruments
In order to obtain pertinent information for the study, it is important to use various
data gathering tools. Accordingly, questionnaire, interview, and observation have
been employed in this study.
Questionnaire
The questionnaire comprised of issues related to the basic questions will be prepared
for students with orthopedic, visual and hearing impairments and PE teachers in order
to secure relevant information. Respondent students in this study will be speakers of
Amharic and Afan Oromo languages. Therefore, the questionnaire having both close
and open-ended items will be translated in to both languages and later edited by
language experts. Doing so is very important for it enables the respondents to easily
understand the questions and express their idea comfortably.
Interview
The response rate and flexibility in face-to-face interview is to high too extract further
information. Hence, structured interview guides will be prepared for school
principals, woreda, zone, and region educational experts. Whereas semi-structured
interview guide was presented for selected students with multi-disabilities in order to 47
substantiate and crosscheck the responses made by the target students and PE teachers
through questionnaires.
Observation
Observation of the real condition is very important in the study in order to confirm
information obtained from other data collection instruments and for the aim of cross–
checking the responses with the existing reality. Therefore, an appropriate
observation checklist was prepared in order to see issues like instructional conditions,
requirements of PE practical field situations, interactions of the target students with
their teachers, and other students etc.
3.5 Data Gathering Procedures
The main data gathering tools for this study were questionnaire, interview guide, and
observation checklist which were developed by the researcher on the basis of related
literature and leading questions. Then, the two sets of questionnaires (students’ and
teachers’ questionnaires) were distributed among 12 students with physical
disabilities and 3 PE teachers in Fitche Town Administration for the purpose of pilot
test so as to refine the instruments based on the comments and suggestions obtained.
Hence, some necessary amendments on spelling errors, ambiguous statements,
redundant words, difficult concept, and flow of interview questions were improved.
And then, the necessary official contact was made with the Zone Education Bureau to
get permission and to adjust time for interview. Hence, letter was written to the
sample Woreda Education Offices so that the officials co-operate in the process of
data collection from sample Woreda Education Offices and Secondary Schools. After
that, the researcher distributed a total of 108 questionnaires which means 94 for the
students with orthopedic, visual, and hearing impairments and 14 for physical
education teachers and all were filled properly and collected. Physical education
practical class observation was made in all of the 10 sample schools that means one
period in each based on the prepared checklist. Similarly, interview was conducted
with 2 students who have multiple disabilities, 10 school principals, 2 woreda
educational experts, 2 zone educational experts and 1 regional curriculum expert with 48
the help of structured and semi-structured interview guides prepared. The data
gathered from the respondents in Afan Oromo and Amharic languages was translated
to English language. Finally, the data collected through questionnaires has been
coded, tallied, and tabulated and prepared for the analysis purpose.
3.6. Data Analysis
This study used both qualitative and quantitative research approaches. Therefore, the
data obtained through the sets of questionnaires was analyzed quantitatively. For
quantitative analysis, frequency distribution, percentage, and mean were employed.
The data collected through interview and observations were analyzed qualitatively to
substantiate the quantitative analysis.
3.7. Organization of the Report
The final research paper will be organized into five chapters. The first chapter will
dwell on introduction, and consists of background of the research, statement of the
problem, significance, scope and limitation of the study. The second chapter will deal
with review of related literature pertinent to the research; the third chapter will cover
research methodology, which includes research design, sample size, sampling
technique, and data collection instruments and data analysis method. While the fourth
chapter will dwell on research results and discussions, the fifth chapter will
summarize the research and highlight the way forward. References and annex, which
include questionnaire, checklists, glossary and other related materials, will be part of
the document.
49
Table 1: Research Settings and Participants of the Study
Respondents
No Involved groups
Research
Instruments used M F T
1 Students with orthopedic, visual and
hearing impairments
Questionnaire
Appendix – I
51 43 94
2 Physical Education Teachers Questionnaire
Appendix – II
13 1 14
3 Students with multi-disabilities Interview
Appendix – III
2
*
- 2
*
4 School principals Interview
Appendix – IV
10 - 10
5 Woreda and zone education bureau
experts
Interview
Appendix – V
4 - 4
6 Regional education bureau expert Interview
Appendix – VI
1 - 1
7 - Observation
Appendix- VII
- - -
Total 79 44 123
* They are found within the total 94 students 50
CHAPTER FOUR
Analysis and Interpretation of Data
This part of the study deals with presenting, analyzing and discussing the data
collocated through questionnaires, interview and observation from sources.
Furthermore, the main findings of the study are presented with the help of Tables
followed by descriptive statements for analysis.
4.1. Analysis of Findings Obtained From Students with Physical
Disabilities through Questionnaires
4.1.1. Background Information of Students with Orthopedic, Visual
and Hearing Impairments
Table 2(A): A Prevalence and Sex in Sample Schools
Sex No School
M F Total %
1 Gahatsion 4 9 13 13.83
2 Tulumilki - 1 1 1.06
3 Gebreguracha 5 10 15 15.96
4 Degem 5 6 11 11.7
5 Abdisa Aga 11 2 13 13.83
6 Fitche 11 8 19 20.21
7 Debretsigie 6 3 9 9.57
8 Muketuri 8 1 9 9.57
9 Hidebu abote - 2 2 2.13
10 Gullele 1 1 2 2.13
Total 51 43 94 100
Table 2(B): Disability Conditions of the students
No Disability Type M % F % Total %
1 Orthopedic 42 44.68 37 39.36 79 84.04
2 Visual 3 3.19 3 3.19 6 6.38
3 Hearing 3 3.19 3 3.19 6 6.38
4 Orthopedic & Visual 1 1.06 - - 1 1.06
5 Orthopedic & Hearing 2 2.12 - - 2 2.12
Total 51 54.26 43 45.74 94 100 51
As indicated in the Table 2(A), the prevalence of students with orthopedic, visual and
hearing impairments in all the 10 sample schools was 94. Out of this figure
51(54.26%) were males and 43(45.74%) were females. Interms of their distribution
in each school, the highest number 19(20.21%) of these students were found in Fitche
secondary and preparatory school whereas the least number 1(1.06%) of them were
found in Tulu Milki Secondary School.
One can observe from Table 2(B) that majority 79(84.04%) of these students were
students with Orthopedic impairments whereas students with visual and hearing
impairments have found equal that is 6(6.38%) each. On the other hand, 2(2.12%)
and 1(1.06%) of the total students have multi-disabilities which means orthopedic
plus visual and orthopedic plus hearing impairments respectively. From this data it is
possible to say that orthopedic impairment is the very common disability among the
students in North Shoa Zone of Oromia Regional State.
Table 3: Age and Grade Level of the Respondent Students
Age Grade
14-18 19-23 24 & above Total 9 10 11 12 Total
No % No % No % No % No % No % No % No % No %
53 56.83 38 40.42 3 3.19 94 100 47 50 20 21.27 17 18.08 10 10.63 94 100
According to Table 3, 53 (56.38%) and 38 (40.42%) of the students with Orthopedic,
visual and hearing impairments were found in the age between 14-18 and 19-23 years
old respectively. However, majority of them were found in between the range of 14-
18 years old.
With regard to their grade level, out of the total 94 students, 47(50%), 20 (21.27%),
17 (18.08%) and 10 (10.63%) were students of grade 9, 10, 11 and 12 respectively.
Hence, most of them are found in grade 9 and only 10 of them were grade 12
students. 52
4.1.2. Practice in PE Practical Classes as Perceived by Students with
Disabilities
Table 4: Previous and Present Practices in PE Practical Classes
Responses No Item
No %
Students with disabilities have better experience or
participation in PE practical activities in the lower grades
prior to high school
• Strongly agree 11 11.7
• Agree 5 5.32
• Undecided - -
• Disagree 4 4.25
• Strongly Disagree 74 78.72
1
Total 94 100
Students with disabilities are significantly involving in PE
practical classes in secondary education
• Strongly agree 1 1.06
• Agree 1 1.06
• Undecided - -
• Disagree 17 18.08
• Strongly Disagree 75 79.78
2
Total 94 100
As shown in item 1 of Table 4, 74(78.72%) of students with disabilities indicated
their strong disagreement concerning their previous experience in PE practical
activities before secondary school and only 11(11.7%) of them had better
involvement during their primary education. This implies that, the practice of the
concerned students in the practical aspects of the subject is negligible. As a result,
these individuals come to the next level of education with poor experience and
awareness about PE and this again has its own impact on their further education in
general. Supporting this idea, Bishop (1994) stated that, the pre-school and primary
school is the time when many children attempt and develop fundamental motor
patterns. However, in cases of the study group, this crucial period of introducing PE
to children with disabilities seem to be forgotten in the sample schools.
53
Regarding item 2 of Table 4, the majority 75(79.78%) of the respondent students
replied strongly disagree concerning their existing practice in PE practical classes in
secondary school. The result show that these students lack opportunity to be engaged
in this part of education.
4.1.3. Opportunities and Challenges of Inclusion in PE Practical Classes as
Perceived by Students with Disabilities
In the following part, the subjects asked to indicate their responses on a five point
scale ranging from strongly agree to strongly disagree. Strongly agree was given 5
points and strongly disagree was given 1 point. The response undecided was given 3
points. The responses given by all the subjects was added and divided to the number
of subjects to get the mean. The average mean is 3. The mean values are interpreted
throughout the text as follows:
54
Key:
Rating Scales Interpretation Mean Interpretation
SA Strongly Agree 4.00 and above Very strong
A Agree 3.5 to 3.99 Strong
U Undecided 3.00 – 3.49 Moderate
D Disagree 2.00- 2.99 Low
SD Strongly Disagree 1.00 – 1.99 Very Low
∑ Summation
M Mean
Table 5: Views on Teachers’ Competence
Rating Scales
SA A U D SD
No Item
5 4 3 2 1
∑ M
ƒ 4 4 - 6 80 94 3 Teachers support and encourage
students with disabilities to
participate in PE practical classes
% 4.25 4.25 - 6.38 85.1 100 1.36
ƒ 1 4 - 7 82 94 4 Teachers modify PE practical
activities in order to meet the special
needs of students with disabilities
% 1.06 4.25 - 7.44 87.23 100 1.24
ƒ 2 4 2 6 80 94 5 There is willingness of teachers to
help students with disabilities
personally in order to make them
active participants in PE activities
% 2.12 4.25 2.12 6.38 85.1 100
1.31
ƒ 4 3 - 10 77 94 6 Teachers explain and demonstrate
practical lessons of PE from simple
to complex so that SWD can catch up
and imitate easily
% 4.25 3.19 - 10.63 81.91 100 1.37
ƒ 7 6 3 9 69 94 7 Effort is made by teachers to
encourage cooperation and friendship
among SWD and SWOD in PE in
order to help one another
% 7.44 6.38 3.19 9.57 73.4 100 1.64
ƒ 2 3 - 17 72 94 8 SWD have possibility to ask and
communicate with their teachers
during practical session of PE
% 2.12 3.19 - 18.08 76.59 100
1.46
As we understand from item 3 of Table 5, teachers’ competence in inclusive physical
education is very low. For instance 80(85.1%) of SWD confirmed that, teachers have
never support and encourage them to be involved in PE practical activities.
However, providing special support and encouragement enables students with
disabilities as well as those without to feel that he/she is an important part of the 55
whole group. Regarding item 4 of the same Table, the majority 82(87.23%) of these
students replied that teachers did not try to modify PE activities by using different
techniques in order to create conducive inclusive environment. While, Salend (1994)
advocated that a variety of techniques exist for adapting the learning environment to
promote the optimal performance of main-streamed students, the selection of an
appropriate modification will depend on several factors, including the students’
learning needs and the teachers’ instructional styles.
Concerning item 5 and 6 of Table 7, which are about the willingness and the
methodology of teachers, most of the respondent students, 80(85.1%) and
77(81.91%) respectively replied their strong disagreement. This implies that, teachers
have never shown interest to teach SWD and never try to implement inclusive
education effectively. Moreover, the teaching methods which are chosen by teachers
have never been convenient.
Explaining lessons from simple to complex, easy to difficult, known to unknown are
some techniques in obtaining involvement and participation of the learners in
teaching-learning process. However, students of the sample schools perceived the
teachers’ willingness and ability to employ this style as discouraging.
With regard to teacher-student communication in practical classes of PE, 72(76.59%)
and 17(18.08%) of the subjects chose strongly disagree and disagree respectively for
indicating lack of effective communication between teachers and SWD in PE
practical classes. The observation done at the sample schools during PE practical
classes also confirmed the same result. Similarly, the study conducted by West (1997)
identified that teacher as the main barriers for inclusive education. Hundert (1982)
cited in Salend (1994) advocated the need of communication in inclusive education as
“successful main-streaming depends on an ongoing process of good communication
and cooperation.” Mean values of the items from 3-8 in Table 5 above are also 1.36,
1.24, 1.31, 1.37, 1.64, and 1.46 respectively. Therefore, from the above results one 56
can judge that teachers’ competence to help SWD is very low in the sample schools
that means in all of the cases it is below average (3).
Therefore changing the attitudes of teachers who are major parts of the process is
crucial to improve the participation rate of students with disabilities in practical
classes of PE.
Table 6: Assessment Techniques used by PE teachers
Rating Scales
SA A U D SD Total
No Item
No % No % No % No % No % No %
9 Evaluation mechanism
used by teachers
consider disability of
students in practical
classes of PE
1 1.06 3 3.19 1 1.06 8 8.51 81 86.17 94 100
10 Students with
disabilities did not
involved in the practical
examination of PE
51 54.25 10 10.63 2 2.12 4 4.25 27 28.72 94 100
11 Result of students with
disabilities in PE is
proportional with result
of students with nondisabilities
5 5.31 2 2.12 2 2.12 3 3.19 82 87.23 94 100
As indicated in item 9 of Table 6, majority of the students 81 (86.17%) of them
replied that the evaluation mechanisms used by PE teachers did not consider the
special needs of SWD in PE. Similarly in item 10 of the same Table 51(54.25%) and
10 (10.63%) of these students replied strongly agree and agree respectively
concerning their rejection from the practical tests of PE. Regarding item 11 of Table
6, all most all of the respondents students 82(87.23%) indicated that their result in this
subject is not proportional with that of the ‘normal’ students. Hence, from the above
result one can observe that teachers in the sample schools did not use pertinent
evaluation methods which consider the disabilities of these students and other wise
they totally excluded SWD from the practical tests of the subject. As a result of this
SWD achieve poor results. However, isolation in the process of inclusion is
contradictory and it might be the major reason for several psycho-social problems and 57
poor achievement. With this regard, Auxter, Pyfer and Huetting (1997) advocated
that, assessment is an inseparable part of the students’ ongoing educational program,
and it is particularly critical for students with disabilities. Hence, they underlined that
the teacher in the inclusive classes should know the purposes of assessment and types
of assessment match to the purposes.
Table 7: Relevance of Curriculum and Availability of PE facilities in the Sample
Schools
Responses No Item
No %
Secondary school PE textbooks have the necessary guidelines to
help students with disabilities in practical activities of the subject
• Strongly agree 1 1.06
• Agree 2 2.12
• Undecided - -
• Disagree 3 3.19
• Strongly Disagree 88 93.61
12
Total 94 100
There are available PE facilities for students with disabilities in the
school
• Strongly agree - -
• Agree 1 1.06
• Undecided - -
• Disagree 5 5.31
• Strongly Disagree 88 93.61
13
Total 94 100
Regarding item 12 and 13 of Table 7, most of the respondent students 88(93.61%)
chosen strongly disagree concerning the relevance of secondary schools PE textbooks
as well as the availability of required facilities. However it is obvious that, adequacy
of curriculum materials and availability of required instructional facilities promotes
the students’ achievement and at the same time contribute to the effective inclusion
process. Supporting this view, ETP (1994) confirmed that “inadequate facilities,
insufficient training of teachers, over-crowded classes, shortage of books and other
teaching materials all indicate the low quality of education provided.”
58
Table 8: Support and Encouragement from Educational Officials
Rating Scales
SA A U D SD
No Item
5 4 3 2 1
∑ M
ƒ 1 - 1 5 87 94 14 Effort is made by school administrators
to follow the participation and
evaluation systems of students with
disabilities in PE inclusion practical
classes
% 1.06 - 1.06 5.31 92.5 100
1.11
ƒ 1 - - 2 91 94 15 Zone and woreda educational experts
provide professional assistance for
teachers, principals and students in the
school to create effective inclusion in PE
practical classes
% 1.06 - - 2.12 96.8 100
1.06
The school principal must be a very progressive sort of person. According to Hegarty
et.al., (1988) cited in Fekede (2005), the head must be an all rounded person in
looking the problems and needs of children. This implies that, if an integration
program for students with physical disabilities is to be successful, the head of the
school must have a positive attitude towards integration. However, the data for
item14 above indicate that 87 (92.5%) of the respondents strongly disagreed the effort
and the commitment done by school administration for the effective involvement of
students with physical disabilities in regular PE practical classes in the sample
schools. The mean value (1.11) of this item which is far from the average (3) also
informed us that the negligible attention given for the special interest of the subjects
in inclusive settings by the school administration.
Similarly, as indicated in item 15 of Table 8, all most all 91 (96.8%) of these students
shown their strong disagreement again concerning the professional support provided
for teachers, principals, and the SWD aiming at creating initiative and significant
inclusion in PE classes in the sample schools. The mean value of this item (1.06) is
also below the average (3). Thus the school society particularly teachers and
principals did not offered sufficient professional supports from the experts who might
be better than them in terms of skills and knowledge. Anderson (1992) as cited in
Bizuneh (2008) further stated that, absence of professional supports provided in 59
various form may affect teachers’ performances, which could be crucial for provision
of quality education.
4.1.4. Opinion of Students with Disabilities towards Inclusiveness of PE
Practical Classes
Table 9: Self-perception of SWD about their Own Capability for PE Activities
Rating Scales
SA A U D SD Total
No Item
No % No % No % No % No % No %
16 It is difficult and boring
to participate in
practical activities of
PE for SWD because of
impairment
5 5.31 2 2.12 - - 19 20.21 68 72.34 94 100
17 My disability does not
prevent me from doing
adapted PE practical
activities
59 62.76 19 20.21 1 1.06 5 5.31 10 10.63 94 100
Self-perception is one of core element in effective teaching-learning process. With
this regard, the data from item 16 of Table 9 indicated that majority 68(72.34%) of
the respondents shown their disagreement for the issue that reflect the difficulty and
boring nature of PE practical activities to them. In the same manner, 59(62.76%) and
19(20.21%) totally 78(82.9%) of SWD responded for item 17 as their disability never
prevent them to perform adapted practical activities of PE. From this it can be
concluded that if opportunities are provided and if they are encouraged and
supported, they have self initiation to be involved in inclusive settings of PE.
Therefore, the issue should be considered as educational right of an individual and be
facilitated for accommodation.
60
Table 10: Benefits of PE as Perceived by SWD
Rating Scales
SA A U D SD
No Item
5 4 3 2 1
∑ M
ƒ 53 15 - 7 19 94 18 PE has equal contribution for both
SWD and SWOD % 56.38 15.95 - 7.44 20.21 100
3.8
ƒ 74 8 3 - 9 94 19 PE can improve the health condition
of students with disabilities % 78.72 8.51 3.19 - 9.57 100
3.93
ƒ 75 13 - 2 4 94 20 Students with disabilities can develop
self confidence through PE activities
% 79.78 13.82 - 2.12 4.25 100
4.62
ƒ 59 17 1 8 9 94 21 Students with disabilities have basic
knowledge about the importance of PE
for their physical, mental,
psychological and social development
% 62.76 18.08 1.06 8.51 9.57 100 4.15
Regarding to the perception of SWD about the benefit of PE to them, 53(56.38%) and
15 (15.95%) of the respondents indicate their agreement in different scales of rating.
From the result obtained, it is possible to know their perception concerning the equal
benefit of PE activities for a human being without isolation based on different
circumstances including disability conditions. Similarly, the achieved mean (3.8)
show their strong agreement because it is above average. Supporting this concept,
Wuest and Lombardo (1994) stated that, the primary purpose of any education is to
provide experiences that will help all individuals develop to their fullest potential,
regardless of their ability, race, sex, religions, or economic status.
Perception of SWD towards physical activities in relation with their health and its
contribution to the development of their self-confidence is very important.
Accordingly for item 19 and 20 of the same Table, 74(78.72%) and 75(79.78%) of
the subjects strongly agreed and believed that PE can promote their health condition
and their self-confidence. Only few of these students are hesitating and disagreed
with this fact. This shows that, the issue was given emphasis by SWD. The mean
values of these items which are 3.93 and 4.62 also confirmed that the positive
perception that SWD have for PE.
61
For item 21 of this Table which is about the basic concept of the students regarding
the physical, mental, psychological and social benefit of PE 59(62.76%) and
17(18.08%) of the students replied strongly agree and agree respectively. Whereas,
9(9.57%) and 8(8.51%) chosen strongly disagree and disagree respectively. However,
the mean of this item that is (4.15) indicated that the better concept of PE among the
students with disabilities.
It is undeniable that previous awareness of learners toward a given subject or
education in general contributes more in the teaching-learning process. However,
eventhough SWD have important concepts about the significance of the subject, there
is no initiating inclusive atmosphere of PE in the sample schools as observed from the
former findings of this part. Accordingly Auxer & et.al., (1997) stated that, physical
education for disabilities is still inadequate.
Table 11: Interests of SWD toward PE Inclusive Classes as Perceived by Themselves
Rating Scales
SA A U D SD
No Item
5 4 3 2 1
∑ M
ƒ 6 4 0 15 69 94 22 SWD are not interested to be
involved in PE practical classes
except in the theoretical classes
% 6.38 4.25 - 15.95 73.4 100 1.54
ƒ 0 3 4 5 82 94 23 Lack of interest on the subject
made SWD to be not involved in
PE practical classes
% - 3.19 4.25 5.31 87.23 100 1.23
ƒ 10 4 4 3 73 94 24 SWOD are not interested to
learn with SWD in the regular
practical classes of PE
% 10.63 4.25 4.25 3.19 77.65 100 1.67
Students’ interest is the determinant factor to achieve the educational goal desired.
Hence, to assess interest of SWD toward PE practical classes, three items were
developed and responded by the students themselves as follows. With regard to item
22 of Table 11, majority 69(73.14%) and 15 (15.95%) of the respondents chosen
strongly disagree and disagree respectively which means about 84(89.36%) were
described their disagreement to the problem that shows their lack of interest to
participate in practical sessions of PE. Concerning item 23 of the same Table which 62
reflects their lack of interest totally to PE, almost all 82(87.23%) of the subjects
confirmed their disagreement. Similarly, for the last item which express lack of
interest to be involved in PE practical classes, majority 76(80.85%) of the
respondents described again their disagreement. Thus, the results confirmed that these
students have initiating interest to PE as well as its practical classes. The mean values
of these items 1.54, 1.23 and 1.67 which are below average also indicate the same
thing that means their disagreement. However, it seems there is lack of
encouragement provided to such egger students in the part of the responsible bodies
in the school to mix them with the advantageous groups and be benefited. Moreover
the condition observed in the sample schools is contradictory to the concept of
inclusion. According to Tirussew (2005), inclusive education means well coming all
children, without discrimination in to regular or general school, it is a supplemental
support for disabilities or special needs and promotes the child’s overall development
in optimal setting.
Table 12: Outlooks of PE teachers, SWOD, and Parents toward the Participation of
SWD in PE Practical Classes as Perceived by SWD
Rating Scales
SA A U D SD
No Item
5 4 3 2 1
∑ M
ƒ 22 12 2 14 44 94 25 Teachers and students with nondisabilities have positive
perception toward SWD in PE
practical classes
% 23.4 12.76 2.12 14.89 46.80 100
2.51
ƒ 30 7 10 10 37 94 26 Teachers think that SWD should
learn with SWOD in the regular
PE practical session
% 31.91 7.44 10.63 10.63 39.36 100 2.81
ƒ 13 9 1 6 65 94 27 Parents believe the ability of
students with disabilities and they
provide them moral and material
support to be involved in PE
practical activities
% 13.82 9.57 1.06 6.38 69.14 100
1.92
Positive outlooks of those who have close relation toward the SWD and their learning
conditions play a vital role in the multi-lateral development of those who require
special attention. Teachers, SWOD and parents are therefore, more close to these 63
students than any other body in the process. Thus, the following three items are about
the level of perceptions of these determinants as perceived by the students with
physical disabilities.
Accordingly, for item 25 of Table 12, 44 (46.80%) and 14 (14.89%) totally
58(61.70%) of the subjects disagreed with the content that magnified the positive
attitude of teachers and SWOD to SWD in PE practical classes. On the other hand, 22
(23.4%) and 12 (12.76%) totally 34(36.17%) of them agreed with the absence of the
problem in item 25 and 2 (2.12%) of these students cannot decide the presence or the
absence of the stated problem.
Similarly for item 26 of the same Table, 37 (39.36%) and 10 (10.63%) totally
47(50%) were disagreed with the idea provided. While, 30 (31.91%) and 7 (7.44%),
totally 37 (39.36%) of them agreed on the positive thinking that teachers may reflect
to the involvement of these students in the regular PE practical classes. Further, 10
(10.63%) of them were not from both sides but they responded as they can not decide
on this issue.
With regard to moral and support from parents, 65(69.14%) and 6 (6.38%) totally 71
(75.53%) of the respondents disagreed while, 13 (13.82%) and 9 (9.57%) totally 22
(23.40%) of them agreed with the concept of this item which is about the moral and
material support to SWD from their parents that help them for being active
participants of PE practical classes. The above results confirmed that, low attention is
given for the involvement of these students in PE practical classes from teachers,
SWOD and parents. The observed mean values of the 3 items 2.51, 2.81 and 1.92
respectively are below average which means low and very low. Thus it can be easily
determined that teachers and peer groups have inconvenient perception toward these
students in the regular practical classes of PE.
With this regard several writers revealed that the significance of positive outlook of
teachers and non-disabled students for the SWD in inclusive education. For instance,
Schulze et.al., (1991) affirmed that “Teacher attitudes have been identified as being 64
crucial to the success of main-streaming program”. They further declared the teacher
attitudes “not only set the tone for the relationship between teachers and handicapped
students, but also substantially influence the attitudes of non-handicapped
classmates”. Additionally, it is noted that the attitudes and knowledge of teachers
concerning children with handicaps are highly influential in determining the social,
intellectual and emotional adjustment of these children (Tibebu, 1995). The
involvement of parents in the raised issues is also considered as the very decisive
factor. In line with this, Carpenter and Morris (2001) stated that, the education of
children with disabilities could not be achieved without the active participation of
parents as a wide range of community services.
Table 13: Psycho-social Challenges in Inclusive PE as Perceived by SWD
Rating Scales
SA A U D SD
No Item
5 4 3 2 1
∑ M
ƒ 67 13 - 3 11 94 28 I faced several psychological
problems because of my
disability in PE practical classes
% 71.27 13.82 - 3.19 11.7 100 4.29
ƒ 61 15 2 7 9 94 29 Isolation from PE practical
classes decrease the social
interaction skill of students with
disabilities
% 64.89 15.95 2.12 7.44 9.57 100
4.19
In the participatory educational setting students with orthopedic, visual and hearing
impairment provided with the opportunity to be exposed and reciprocate to a broad
range of social interaction behavior. To this effect, Tirussew (1999) stated that in
inclusive education, not only students with disabilities but also those who are
involved in the teaching-learning process (teachers, students with non-disabilities and
school administrators) can achieve psychological, social and educational benefits.
However, as the data obtained from the sample schools in Table 13 above, the student
respondents emphasize that there exclusion from PE practical activities affect their
psycho-social conditions.
For instance, for item 29 which elaborates the psychological problems faced by the
SWD due to their inability to be involved in PE programs, majority of students 65
67(71.27%) and 13 (13.82%) which means totally 80(85.10%) of the total
respondents shown their agreement in different degree that means strongly agree and
agree respectively.
Similarly, for item 30 of the same Table which emphasized the poor social interaction
skill of SWD because of their isolation from PE practical classes, totally 76(80.85%)
of the respondents indicated their agreement. In addition the mean values of the items
4.29 and 4.19 confirmed that the problems are very strong.
In response to the open-ended question which required students with orthopedic,
visual and hearing impairments to mention the strategies which help to overcome the
above multi-lateral challenges, they suggested the following solutions.
The outlooks of teachers, SWD, SWOD and school principals should be
improved through continuous awareness creation programs;
Related training should be provided for teachers;
Support and encouragement from teachers, SWOD and school administration
should be given to crate effective inclusion in PE practical classes;
Teachers should be able to modify activities based on our special needs;
Educational officials of the zone and woreda should be provide professional
support for those who participate in the inclusive education in the school;
Teachers should use different techniques of implementation and assessment in
PE that can meet the special needs of students;
Instructional materials like textbooks and teachers’ guides should be modified
and accommodate adapted contents as well as methodologies for meaningful
inclusion in PE;
The required facilities for the inclusive PE should be available in the schools,
and
Parents should also be involved in the process of inclusion.
66
4.2. Analysis of Findings Obtained from Teachers, School Principals,
Woreda, Zone and Regional Education Bureau Experts
4.2.1. Background Information of Teachers, School Principals, Woreda,
Zone and Regional Education Bureau Experts
Table 14: Sex, Age, Qualification, Specialization and Service Years of Respondent
Teachers
Respondents No Item
No %
Sex
Male 13 92.85
Female 1 7.14
I
Total 14 100
Age
20-24 2 14.28
25-29 6 42.85
30-34 4 28.57
35 and above 2 14.28
II
Total 14 100
Qualification
Diploma 6 42.85
Degree 8 57.14
Other - -
III
Total 14 100
Specialization
HPE 13 92.85
Other 1 7.14
IV
Total 14 100
Service Years
1-5 8 57.14
6-10 1 7.14
11-15 1 7.14
V
16 and above 4 28.57
Total 14 100
As shown in Table 4, majority 13 (92.85%) of the physical education teachers in the
sample schools were males and only 1 (7.14%) of them was female. Regarding to the
age of the respondents 6 (42.85%) of the teachers were found in between the age of
25-29 years old and 4 (28.57%) were found in between 30-34 years old. The rest 2 67
(14.28%) and also 2 (14.28%) were found in the range of 20-24 and 16 and above
years old respectively.
Concerning their qualification, the majority 8 (57.1%) of the teachers were degree
holders, while 6 (42.85%) of them were diploma holders. Almost all 13 (92.85%) of
the respondent teachers were specialized in the field of HPE and only 1 (7.14%) of
them was in the field of Aesthetics education. In the case of experience of
respondents, the majority 8 (57.14%) of them have below 6 years experience and 4
(28.57%) of the teachers have 16 and above service years. In general, more than half
of the respondent teachers have above three years of experience. Thus, it was
assumed that they have helpful experience for this study.
Table 15: Sex, Qualification and Service Years of School Principals, Woreda, Zone
and Regional Education Bureau Respondents
Principals Woreda
Education
Bureau
Experts
Zone
Education
Bureau
Experts
Regional
Education
Bureau
Experts
Total No Item
No % No % No % No % No %
Sex
Male 10 66.6 2 13.3 2 13.3 1 6.6 15 100
Female - - - - - - - - - -
I
Total 10 6.6 2 13.3 2 13.3 1 6.6 15 100
Qualification
Diploma - - - - - - - - - -
Degree 10 66.6 2 13.3 2 13.3 - - 14 93.3
Other - - - - - - 1 6.6 1 6.6
II
Total 10 66.6 2 13.3 2 13.3 1 6.6 15 100
Service Years
1-5 2 13.3 - - - - - - 2 13.3
6-10 8 53.3 - - - - - - 8 53.3
11-15 - - - - - - - - - -
16 & above - - 2 13.3 2 13.3 1 6.6 5 33.2
III
Total 10 66.6 2 13.3 2 13.3 1 6.6 15 100
As shown in the Table 15, all that means 15 (100%) of the respondents were males.
Concerning their qualification, 14 (93.3%) and 1 (6.6%) of them were first degree and
second degree holders respectively. Finally, regarding their experience 5 (33.2%) of
the respondents have 16 and above years of service and 8 (53.3%) of them have 68
between 6-10 and only 2 (13.3%) of them have between 1-5 years of service
respectively. In general 13 (86.66%) of the respondents have 6 and above years of
service. Thus, majority of the respondents could provide pertinent information that
would be helpful to achieve significant findings.
4.2.2. Analysis of Findings Obtained from Teachers through
Questionnaire
4.2.2.1. Opportunities in PE Practical Classes as Perceived by Teachers
Table 16: Opportunities in PE Practical Classes for Students with Physical
Disabilities
Respondents
Very high High Medium Low Very Low Total
No Item
No % No % No % No % No % No %
1 How is your experience in
inclusive PE practical
classes?
1 7.14 2 14.28 - - 5 35.71 6 42.85 14 100
2 How is your interest to
involve students with
disabilities in PE regular
practical classes?
7 50 4 28.57 1 7.14 1 7.14 1 7.14 14 100
3 To what extent students
with disabilities
participate in your PE
regular practical classes?
2 14.28 2 14.28 2 14.28 2 14.28 6 42.85 14 100
4 How do you see the result
of students with
disabilities in PE
compared with students
with non-disabilities in
your class?
1 7.14 1 7.14 7 50 4 28.57 1 7.14 14 100
5 How is the effort made by
the school management to
promote the inclusion of
students with disabilities
in PE practical classes?
- - - - 4 28.57 - - 10 71.42 14 100
The findings from Table 16 for item 1 indicates that, 6 (42.85%) and 5 (35.71%) of
the teachers responded very low and low respectively. On the other hand, 2 (14.28%)
of them replied as they have high experience and 1 (7.14%) has very high. This
implies that, majority of the teachers in the sample schools lack an appropriate 69
experience to involve students with disabilities in PE practical classes. However, it is
undeniable that the development of inclusive education relies heavily upon the
teachers. Moreover, where there is scarcity of related experience to create meaningful
inclusion classes among teachers, it may be difficult to achieve the desired
educational outcome.
As indicated in the literature part of this paper, teachers should develop skill and
experience for effective inclusive education through adequate training. In line with
this, Carpenter & Morris (2001) confirmed that “the training of the actors in schools
is crucial for creating positive foundation for inclusive education.”
Concerning item two of Table 16, which is stated to identify teachers’ interest to
accommodate students with physical disabilities in PE practical classes, most of them
7 (50%) replied as they have very high interest and 4 (28.57%) of them have high
interest to involve these students in the regular PE practical classes.
Interest and attitude of all who are involved in any educational setting have great
significance for the system in order to reach the desired goal. Accordingly, Auxter,
Pyfer and Huetting (1997) pointed out that, teachers’ attitudes toward acceptance of
all children in their class are the major element of teaching-learning process.
Moreover, their ability to accommodate children with disabilities, their knowledge of
behavior management techniques, and the teaching style they use are considerations
for appropriate placement. Sharing the same view, Schulze et.al., (1991) also
affirmed, “Teachers attitudes have been identified as being crucial to the success of
any main-streaming program.”
The third item of Table 16 is about the level of the existing participation of students
with orthopedic, visual, and hearing impairments in the PE practical periods. Hence, 6
(42.85%) and 2 (14.28%) of the teachers responded that their participation is very low
and low respectively. In contrast to this, 2 (14.28%) and again 2 (14.28%) replied that
the level of their participation is very high and high respectively. Only 2 (14.28%)
have medium participation. However, it can be observed from the result that the 70
involvement of these students in the PE practical classes is insignificant. The subject
students also confirmed the same way that their participation is almost negligible.
Therefore, it is possible to say that the opportunity given for these students to be part
of the practical session of PE is discouraging. As a principle, inclusion has been based
on the assumption that teachers are willing to admit students with impairment in
regular class and be responsible for meeting their needs (Tirusew, 1999). It means
welcoming all children, without discrimination, in to regular or general schools.
Furthermore, inclusive education calls for a respect of difference and celebration of
diversity (Ibid).
Regarding the assessment strategies and the result of students in PE, majority of the
subject teachers 7(50%) indicated that their result is medium besides 4 (28.57%) and
1 (7.14%) of the respondents answered low and very low respectively. The data
obtained informed us that the result scored by students with orthopedic, visual and
hearing impairments is found in between medium and very low. Similarly student
respondents also affirmed that their result in PE is very low. Moreover, the interview
conducted with students who have multi-disabilities indicated that:
… we did not totally involved in the practical tests of PE through out our
previous school history and now in secondary school. As a result our result
is very low and we are out of the competition for rank.
According to, Auxter and et.al., assessment is an inseparable part of the students
ongoing educational program, and it is particularly critical for students with
disabilities. Hence, they underlined that the teacher in order to involve these students
in any regular class should know the purposes of assessment and types of assessment
match to the purposes. As to them, the complexity of grading physical education
classes is magnified when an attempt is made to evaluate the performance of students
with disabilities. So that students are graded on the basis of how well they meet their
individual educational performance objectives.
With regard to the effort made by the school management to promote the involvement
of these students in PE practical classes, majority of the respondents 10 (71.42%) and 71
4 (28.57%) replied very low and medium respectively. This shows that administration
of the sample schools did not give due attention toward the provision of equal access
of PE for all students. This is due to low awareness about disabled and disabilities,
since school principals have no short-term or long-term training on inclusive
education. Moreover, the interview held with school principals indicated that lack of
related training as the major problem in the area. All of the interviewees agreed that
there was lack of awareness about students with disabilities and their activities in PE.
However, the head is in a key position to foster new development within school in the
way of negotiating outside agencies, allocating resources internally, shaping staff
attitudes and generally facilitating its growth in the early days. The head needs to be a
very progressive sort of person. The head must be an all rounded person in looking
the problems and needs of children (Hegarty et.al., 1988).
Ministry of education (2006), also forwarded similar idea stressing on the importance
of awareness creation for school principals, boards, parent-teacher associations and
communities around the school. Therefore, the foregoing discussions reveal that lack
of training and awareness is still the major problem concerning students with physical
disabilities and their participation in PE.
Table 17: Effort made by Teachers, Woreda, and Zone Education Bureau Experts to
Effectively Include Students with Physical Disabilities in PE Practical
Classes
Respondents
Yes No Some
times
Total
No Item
No % No % No % No %
6 Have you tried to modify practical
activities of PE in order to meet the
special needs of SWD?
2 14.28 10 71.42 2 14.28 14 100
7 Do you evaluate students with
disabilities in the practical session of
PE with other students?
1 7.14 11 78.57 2 14.28 14 100
8 Is there professional support from
educational experts of the zone and
woreda for teachers and principals to
promote the inclusion of SWD in PE
practical classes?
- - 13 92.8 1 7.14 14 100 72
Concerning the modification of instruction made by teachers according to the needs
and disabilities of the students. Thus, 10 (71.42%) and 2 (14.28%) of the respondents
replied ‘no’ and ‘sometimes’ respectively, while 2 (14.28%) of them responded ‘yes’.
This implies the inefficient competence of teachers for the improvement of inclusion
in PE. However, Salend (1994) advocated that, while a variety of techniques exist for
adapting the learning environment to promote the optimal performance of mainstreamed students, the selection of an appropriate modification will depend on several
factors, including the students’ learning needs and the teachers’ instructional styles.
Regarding to item 7 of Table 17, that reflects whether students with disabilities
involved in the practical tests of PE or not, majority of the subject teachers 11
(78.57%) and 2 (14.28%) replied that ‘no’ and ‘sometimes’ respectively. One can
simply understand from the data that students with orthopedic, visual and hearing
impairments were rejected from practical tests of PE. This is due to their rejection
primarily from the regular practical classes. In the previous analysis part, student
respondents confirmed the same thing that they are almost out of the inclusive PE
practical classes as well as the practical assessment processes.
Furthermore, they underlined that, being out of this session of education decrease
their result and they can not compete for rank with others. The actual observation
result of the researcher showed that students with disabilities were almost out of PE
practical classes and tests. As Tirusew (2005) says, inclusive education requires a
flexible educational system including flexible curriculum, facilities, or other aspects
of the setting. Moreover, Skjorten (2004) suggested that, for successful inclusive
education, reorientation related to assessment, teaching methods and classroom
management (including adjustment of the environment) must be carefully weighted
before implementation.
In the case of professional support provided from the zone and woreda educational
experts to principals and teachers in order to create successful inclusion of SWD in
PE practical classes, almost all 13 (92.8%) of the respondent teachers pointed out that 73
the absence of professional support from zone and woreda educational experts.
Further, the interview conducted with principals of the sample schools confirmed that
support and encouragement given by experts is not specifically directed to inclusion
in PE. As to them, the support provided from those officials was toward the general
teaching-learning process. Hence, specific consideration was not given to inclusive
education. Supporting this idea, one expert from woreda education bureau explained
as follows:
… Even though currently the government tries to change the situation of
inclusive education by giving workshops to create awareness among some
stakeholders, still there is no more change as required, because the
awareness creation given was not adequate and continuous . 74
4.2.2.2. Challenges of Effective Inclusion in PE Practical Classes as Perceived by
Teachers
Table 18: Factors Affecting the Participation of Students with Physical Disabilities in the
Practical Aspects of PE
Rating Scales
SA A U D SD Total No Item
No % No % No % No % No % No %
1 Lack of relevant
training of teachers
9 64.28 4 28.57 - - - - 1 7.14 14 100
2 Low level of
awareness of SWD
about PE and its
benefits
8 57.14 4 28.57 - - 1 7.14 1 7.14 14 100
3 Lack of interest of
SWD for PE and
field activities
3 21.42 4 28.57 - - 4 28.57 3 21.42 14 100
4 Impairments of the
students
5 35.71 5 35.71 1 7.14 1 7.14 2 28.57 14 100
5 Large class size 10 71.42 4 28.57 - - - - - - - -
6 Poor experience of
SWD concerning
PE in the lower
grades
9 64.28 3 21.42 - - 1 7.14 1 7.14 14 100
7 Lack of conducive
school environment
6 42.85 2 14.42 - - 4 28.57 2 14.42 14 100
8 Low level of
awareness of
SWOD and parents
8 57.14 4 28.57 - - 2 14.42 - - 14 100
9 Lack of relevant
curriculum
materials of PE
10 71.42 4 28.57 - - - - - - 14 100
10 Shortage of PE
equipments
11 78.57 3 21.42 - - - - - - 14 100
11 Lack of interaction
of SWD and other
students
5 35.71 5 35.71 - - 3 21.42 1 7.14 14 100
12 Psychological
problems of SWD
10 71.42 4 28.57 - - - - - - 14 100
75
As observed from Table 18, which has supposed challenges of inclusion in PE, it can
be observed that 9 (64.28%) and 4 (28.57%) out of 14 teachers replied strongly agree
and agree for the issue that reflects lack of training of teachers as a barrier for
inclusion in PE. It is undeniable that efficient training is vital for the successful
implementation of inclusion in PE. But, this data give clue that teachers lack adequate
training to create participatory inclusive classes particularly in the field activities of
PE.
However, in order to provide the kind of learning situation that makes desired results
possible, the teacher needs knowledge and training as well as certain special qualities
of character and personality. As noted by Horn and Tylor (1995), leaders in the filed
of education agreed on the following points as what qualities are essential for
successful teaching.
The teachers’ professional equipment, knowledge of the child and society, the
purpose, methods, materials and outcomes of education are some of the
important qualities serving as a starting point without which no one can hope to
be successful in teaching.
With regard to significant awareness among students with orthopedic, visual, and
hearing impairments as one of the hindering factors of inclusion in PE, 8(57.14%)
and 4 (28.57%) of the teachers answered strongly agree and agree. This means
majority of the teachers agreed that awareness of SWD is one of the main challenges
for effective inclusion in PE. Hence, in order to improve the inclusion of students
with disabilities, the awareness creation strategies should be structured. According to
Tirussew (2005), the awareness creation process should include teachers, school
administration, parents, other students, official educational experts, students with
disabilities themselves and others.
Concerning item 3 of Table 18, half of the teacher respondents 7 (50%) agreed and
half of them disagreed with the concept that magnified lack of interest of SWD for PE
and its practical activities as another challenge for inclusion in PE. However, in the
previous analysis part of this study, majority 84 (89.36%) of student respondents
confirmed that they have interest to participate in all aspects of PE. Thus, it is 76
possible to conclude that, there is a contradiction of idea between students and
teachers on the issue of item 3.
In any educational setting, interest of the participants can influence the success of the
process. Therefore, this implies that, special consideration should be given to improve
students’ interest towards PE by preparing activities according to age, sex, interest
and ability of the students with disabilities. Further, activities should be attractive and
enjoyable. To this end, Ram and et.al., (1996) elaborates that, activities should be
encouraged which will give the participants an opportunity to construct interest and
attitude.
For item 4 that presented disability of students as one of the hindering factor to
inclusion in PE, 10 (71.42%) of the subject teachers shown their agreement, 3
(21.42%) shown their disagreement and 1 (7.14%) can not decide. The result
indicates that most of the teachers accept disability of students as unabling condition
particularly in PE activities. Thus, it can be deduced that, teachers have low
perception and awareness towards disability. Moreover, the concept of inclusion is
also completely opposite to such a discouraging outlook of teachers. Inline to this,
inclusive education is a strategy aimed towards the goal of promoting an inclusive
society, regardless of their ability and impairment (Rydbjerg, 2003). Moreover,
Sherrill (1993) emphasized that, physical activity does not categorize people as
disabled or non-disabled, as do eligibility procedures for special education placement.
Instead, it analyzes individual differences associated with problems in the
psychomotor domain.
The other supposed challenge for inclusion is poor experience or background of SWD
in PE field activities. Hence, 9 (64.28%) and 3 (21.42%) of the subjects replied
strongly agree and agree respectively. From the result one can easily conclude that the
implementation of PE prior to secondary schools is also unsatisfactory and that is
why these students are joining their secondary education with poor background of PE
activities.
77
Besides, the results from student’s questionnaire and interview of two students with
multi-disabilities can also be evidence for their poor experience of PE in lower
grades. In the interview, the two students with multi-disabilities argued that:
… throughout our school life we are out of PE field activities, and
even we think as PE practical activities do not concern us.
Therefore, it is this isolation from the beginning that made SWD lack the proper
previous knowledge and skill of PE. Concerning this issue, recent evidences suggest
the same thing. For instance, a research conducted by Schulze, et.al., (1991) indicated
that a handicapped students are frequently rejected and allienated in regular class
settings. Thus, background of students with disabilities towards regular PE classes
seems to be very limited.
Item 7 is another suggested influential factor for effective inclusive PE which is about
lack of conducive school environment. Hence, 6 (42.85%) and 2 (14.42%) of the
respondents replied strongly agree and agree respectively, on the other hand, 4
(28.57%) and 2 (14.42%) replied disagree and strongly disagree respectively.
However, the problem exists as it can be observed from the result. In addition, the
observation in all the sample schools by the researcher also affirmed that some of the
schools’ environment was found not conducive. It is obvious that, for effective
curriculum implementation the physical environment of the school should be
convenient. Schools are important socializing agents which shape the future
aspiration by developing social, moral, intellectual, physical and emotional
development of students. In contrary, schools also can affect the participation of
SWD in PE activities. School environment involve different sport fields which are
free from obstacles, access of water and the like.
According to the survey conducted by UNESCO (2003), lack of physically conducive
environment in school affects students with disabilities to participate actively in the
teaching-learning process. 78
Moreover, Hegarty et.al., (1988) describes, this topic is important not merely because
the physical appointments of the school are often critical to integration but because of
the links between the physical environment of the school and the educational needs it
is to serve. Therefore, what we understand from the above statements is that the
effective inclusion in PE can be influenced by physical environment of the school.
Thus, schools should be as much as possible initiative type and be free of hindrances
to maximize integration of SWD in PE field activities.
Item 8 of Table 18 is about the low level of awareness of students with nondisabilities and parents as the main challenge for significant inclusion in PE. Hence, 8
(57.14%) and 4 (28.57%) of the teachers replied strongly agree and agree
respectively. Only 2 (14.42%) of the total teachers disagree with the given issue. The
result confirmed that non-disabled peer groups and parents lack the required
awareness toward the SWD and their instructional needs in PE practical activities.
However, in any inclusive education setting the role of peer groups and parents is the
most decisive factor. In line to this, Tirussew (2000) stated, it is suggested that
inclusive education experience will be more effective and enable handicapped
students develop a positive feeling about their personal values if there peers in school
socially accept them. Another observer has also noted that the attempt of hearing
impaired students “at school interaction are rejected relatively often by the potential
hearing peers” (Jones, 1985) as cited by (Bench, 1992).
Moreover, Carpenter and Morris (2001) revealed that, the education of children with
special education needs could not be achieved without active participation of parents
as a wide range of community services. To this end, teachers, and school
administration should design awareness creation strategies among parents and the
school community in general in order to facilitate support and encouragement for
SWD and to increase their social interaction skill in the inclusive educational settings
like in participatory practical classes of PE.
79
With regard to item 9 which states lack of relevant curriculum materials as one of the
determinant factor to inclusion in PE, all of the respondent teachers 14 (100%) show
their agreement. The result from the open-ended question is also advocated the same
thing that curriculum materials like textbooks, teachers’ guides, and syllabus of PE
for the secondary schools do not have important information which help teachers to
create participatory practical classes of PE in the school. Thus, it must be known that,
teaching students with disabilities without a well-differentiated curriculum would
allienate them from the learning activities. Hence, general education curriculum is
problematic for students with special instructional needs since it fails to meet the
needs of diversity of learners and inflexible to accommodate the real and fluid nature
of student learning. According to Fullan (1996), it is the standard curriculum that
posses problems for the student in the categories of learning disability. To this end,
Ashdown and Carpenter (2001) contended that, students with disabilities need
strategies so as to ensure their participation in the curriculum and it should comprise
all learning and other experience based on the modified curriculum.
Shortage of PE equipments in the school (item 10) is also another assumed problem
for inclusive PE. Thus, all of the teachers 14 (100%) responded that strongly agree.
The result informed that the scarcity of necessary PE equipments to implement the
curriculum in the sample schools. Hence, it can be concluded that the implementation
of PE in the sample schools is may be unsatisfactory because of the shortage of
required equipments and this condition can greatly affect SWD. Similarly, all of the
interviewed sample schools principals pointed out that the presence of the problem
indicated. To this end, Nielsen (1997) explained that the furniture and equipment of
the class may need to be changed to accommodate students with disabilities. As a
result, the absence of suitable school environment and equipment affect the selfesteem and the interest of these students toward their involvement in inclusive
physical education practical classes.
80
Concerning item 11 which is about lack of proper interaction among SWD and
SWOD, 10 (71.42%) of the subject teachers shown their agreement and only 4
(28.57%) of them indicated their disagreement. Hence, majority of the participant
teachers believe that peer interaction in the school can influence the whole
development of the individual. In line with this, the result of the open-ended question
reflected that SWD in most cases have poor interaction with SWOD and other school
communities. This in adverse have its own impact in their learning in general and in
PE practical classes in particular. Therefore, in order to enhance the cooperation
among SWD and the whole school community, teachers and the school
administration should play a catalyst role. Supporting this view, Gearheart (1996)
declares that teachers have a potential to greatly enhance or seriously limit their
students’ feelings of self worth, achievement, and behavior. Salend (1994) also stated
that, providing students with the opportunity to discuss issues related to students with
disabilities, peer tutoring and visit to special education classes can promote a greater
understanding of disability and provide opportunities for friendship.
The last item of Table 18 has psychological problems of SWD as the other
challenging factor to implement sound participatory physical education practical
classes. For this question all of the respondent teachers 14 (100%) emphasized that
psychological problem as one of the main hindering factor of inclusion in PE. The
response from the students questionnaire in the previous part as well as the interview
response with two students who have multi-disabilities also confirmed that SWD due
to their own psychological problem do not interested to be involved in PE practical
activities. In most cases the psychological problems that the SWD faced are as a
result of lack of relevant communication among SWD and the school community.
According to Meadow (1984), the psychosocial development in the general
population depends heavily on communication. In addition, Moores (1996) said that,
if the students do not communicate well, they fall obtained academically, lose
confidence, or do not relate freely with their peers.
81
Generally, in order to alleviate psychological problems like inferiority complex,
isolation and others, teachers with the school community and parents should design
intervention strategies so that SWD could develop the skill of social interaction and
could be active participants of any co-curricular activities in the school including PE
practical activities.
4.2.2.3. Teachers Opinion toward Inclusion in PE Practical Classes
Teacher’s positive outlook for any new strategy is the most dominant element in
order to achieve the targeted goal of education since the teacher is the most
responsible body of application process. The following Table summarized teachers’
opinion toward inclusion in PE practical classes.
Table 19: PE Teachers’ Outlook about Inclusion in PE Practical Classes
Respondents
Yes No Undecided Total
No Item
No % No % No % No %
1 Do you believe that students with
disabilities have a right to learn all
aspects of PE with their non-disabled
peers?
14 100 - - - - 14 100
2 In your opinion, do students with
disabilities benefited physically,
mentally, psychologically, and
socially from practical aspects of PE?
13 92.8 1 7.14 - - 14 100
3 Do you think that creating inclusive
PE practical classes is only the
responsibility of teachers
6 42.8 6 42.8 2 14.28 14 100
4 Do you believe that inadequate
inclusion in PE practical classes will
adversely affect the learning
condition of SWD in the teachinglearning process?
11 78.5 2 14.28 1 7.14 14 100
Regarding the right of SWD to learn both aspects of PE (practical and theory) all 14
(100%) of the subject teachers responded ‘yes’. From the result one can be sure that
all PE teachers of the sample schools understand the right of SWD to learn all
components of general education without exemption. This idea can be realized by the 82
following legislations. For instance, the government of Ethiopia gives greater
attention to the expansion of educational opportunities to children with special needs
education. Moreover, the convention on the rights of children with disabilities (1989),
which is already accepted by Ethiopia, has also recognized the right of children to
free basic education and equal access to education for all including those with special
education needs. Similarly the Ethiopian constitution realizes the provision of equal
access to education and necessary assistance to people with disabilities and other
disadvantaged groups. To this end, according to the standard rules on equalization of
person with disabilities (1993), children with special needs education demands
appropriate, adequate and accessible support services such as access to equal
enrollment, access to trained teachers and conducive school environment with
necessary resources. However, regular schools of North Shoa Zone of Oromia are
reluctant to provide all the components of general education equally both for SWD
and SWOD. This can be realized by the findings obtained in the previous analysis
part of this study concerning the provision of inclusion in PE practical classes in the
zone. This is due to lack of appropriate awareness of the concerned personalities
especially teachers and principals.
In the case of item 2 of Table 19, that ask teachers’ opinion whether SWD benefited
from PE practical activities or not, almost all which means 13 (92.8%) of the subject
teachers replied ‘yes’ and only 1 (7.14%) of them responded ‘no’. Hence, it is
possible to deduce that teachers believe on the equal significance of PE for all without
considering ability or disability of individuals. Supporting this view of teachers,
Sherrill (1993) clarified that, physical activity does not categorize people as disabled
or non-disabled, as do eligibility procedures for special education placement. Instead,
it analyzes individual differences associated with problems in the psychomotor
domain. Similarly, Wuest and Lombardo stated that, the primary purpose of physical
education is to provide experiences that will help all individuals develop to their
fullest potential, regardless of their ability, race, sex, religions, or economic status.
This purpose typically encompasses development in the three educational domains 83
(psychomotor, cognitive and affective) helping each individual attain a high level of
health and well-being.
For item 3 of Table 19 which tried to identify the responsible body to create
conducive inclusion in PE practical classes in the school, 6 (42.8%) of the teachers
said ‘yes’ and 6 (42.8%) of them said ‘no’. On the other hand 2 (14.28%) of the
respondents cannot decide to say yes or no. Though the result obtained seems difficult
to conclude, there could not be any educational curriculum that can significantly
employed by single individual or group. Hence, it is possible to say effective
implementation of a given curriculum requires the purposeful involvement of all
stakeholders. For instance, Fekede (2005) emphasized that, in order for educational
program to be implemented successfully and effectively schools require a good
cooperation and management who can see things from different dimension. Even the
best designed curriculum with best teachers brings about nothing if good leadership
and cooperative work do not support it. Furthermore, to magnify the responsibility of
parents and community as a whole, Carpenter and Morris (2001) advocated that the
education of children with special educational needs could not be achieved without
active participation of parents as a wide range of community services. This indicates
that the process of creating significant inclusion in PE is not only the responsibility of
the teacher and the school.
Concerning item 4 of Table 19 which is proposed to know the teachers’ outlook if
inadequate inclusion in PE can affect the learning condition of SWD or not, 11
(78.5%), 2 (14.28%) and 1 (7.14%) of the respondents replied ‘yes’, ‘no’ and
‘undecided’ respectively. Thus, the implication is that, most of the teachers believe
the negative impact of inadequate inclusive PE for the total learning conditions of
SWD in the teaching-learning process. The previous results of this study implied that
the level of participation of SWD in inclusive PE settings is insignificantly done.
Their participation is negligible or otherwise they are totally rejected from the
process. Hence, it can be deduced that discrimination of an individual or a group from
the on going school activities has negative impact on the isolated individual or group. 84
Such a condition could be the major cause for psychological problems like inferiority
complex, lack of self-esteem, lack of confidence and the like. Therefore, such internal
problems of the students can seriously affect the learning conditions of the target
groups without exaggeration. Instead it helps to develop negative attitude towards
inclusive education in general. Assisting this idea, Schulze, et.al., (1991) dedicated
that, handicapped students are frequently rejected and allienated in regular class
setting partly by the “normal” peers. Further, on some instances, possibly, there can
be negative reactions of the environment in the social interaction, which may
predispose students with disabilities develop negative attitude towards inclusive
education. To this end, making the environment not a rejecting type and creating
initiative atmosphere is crucial to help the students to generate positive attitude which
is significant to enhance the educational condition of students with orthopedic, visual
and hearing impairments in the inclusive PE settings.
4.2.2.4. Teachers’ Responses to the Open-ended Questions
The last portion to this questionnaire has two open-ended questions. Redundant
opinions are summarized in one statement.
The open ended questions focused on:
1. What other problems have you faced while you are teaching students with
disabilities in your regular PE practical classes?
In response to this question, most teachers suggested that, SWD do not show their
interest to be a part of inclusive PE practical classes. Even, they cry, shy, hide
themselves, feel inferior and are to much depressed. Even though we are interested to
help them, it is too difficult to convince them because of their long duration
psychological problem resulting from their disabilities. Some teachers indicated that,
they faced difficulty concerning the evaluation of these students in the subject, so that
they evaluate these students only in the theoretical aspects of PE. These teachers
believe that in most cases the result of SWD is low in relation to that of SWOD since
they are not involved in the continuous practical tests of the subject. On the other
hand two respondent teachers underlined that, we are interested to involve these 85
students in PE inclusive practical classes. But we don’t know how and we afraid of
the risk after injury if may it happen. In addition some teachers raised shortage of
time and large class. As problems they faced in inclusive PE.
From the above responses, it is possible to conclude that there is no planned and
coordinated structure in the sample schools in order to bring these students to
inclusive PE settings. The existing practice seems simply accepting the problem
rather than searching for the solution.
2. What strategies do you suggest to overcome these problems and to create
effective inclusive settings?
Responding this question, teachers suggested the following solutions:
Teacher should be provided significant training of inclusive PE;
All the stakeholders should be develop positive attitude toward SWD and
inclusive PE so that serious awareness creation program should be
structured;
Adequate teaching materials like texts and guidelines should be prepared
having different adapted physical activities and methodologies;
Schools should try to fulfill the required equipments for the process of
inclusion in PE program;
Structure of cooperative work among the stakeholders should be designed
for effective inclusive PE at school level and for it being affective shortterm and long-term training should be given for the stakeholders;
If possible assigning special needs education experts at least at zone level;
Parents should be aware of the disability of their children and encourage
them to be involved in PE practical classes;
The school administration should always follow the implementation of
inclusion in PE and solve problems encountered;
Educational exports from woreda and zone should be provide continuous
professional support to schools for sound inclusion in PE program, and 86
The time allotted to cover the PE contents in secondary school and large
class-size is other affecting factors. Therefore, consideration should be
given.
4.2.3 Analysis of Findings Obtained Through Interview
4.2.3.1. Interview Report Obtained From School Principals, Woreda, and Zone
Education Bureau Experts
The student researcher conducted structured interview in face to face manner with
school principals, woreda and zone education bureau experts in different time and
place in order to get additional information about the existing practice and challenges
of SWD in PE practical classes. Thus, the responses from the subjects summarized
and presented in the following way.
• Primarily all the interviewees agreed the presence of students with orthopedic,
visual and hearing impairments in the sample secondary schools in different
distribution but they were unable to specify the accurate data of SWD in their
school, woreda, and zone respectively, even for visible or easily identified
disabilities like orthopedic, visual, and hearing impairments;
• Concerning their awareness about the present condition of inclusion in PE
practical classes, most of the school principals said that, they know PE is
given as a subject or as a part of general education properly in the schools.
However, they do not have related information about the participation of
SWD in PE practical classes. The rest principals informed that, SWD are
accommodated in the school and attend all subjects of the general education
together with SWOD in the system which is known as inclusive education.
They generalize their response as their awareness concerning the
implementation of the specific subjects like PE is low;
87
For the same question woreda and zone educational experts replied the same
thing with that of the principals. But they underlined that, helping SWD in any
inclusive setting is more of the responsibility of the teacher since he/she has
closer relation to the victims than any other body. They added that, this means
not excluding school principals from the system of inclusive education,
because they are responsible to encourage and follow the on going process
and solve problems if existed;
• The respondents also asked their belief about whether PE contributes for
SWD or not. All of them reported that no doubt, all subjects have equal
contribution for all students disabled or non-disabled;
• Concerning the support provided from principals to teachers as well as form
educational officials to principals in order to make inclusive PE classes
effective, most principals responded that, support is given from the school to
the departments. But they claimed that their support is not specifically
addressed inclusive PE practical classes;
Woreda and zone education bureau experts have also the same idea regarding
this question. They affirmed that their professional support and
encouragement is not particularly focused on PE inclusive practical classes.
Therefore all the respondents agreed on the common point that there is no
special support and encouragement from any of the two to promote the
involvements of SWD in PE practical activities;
• When asked whether teachers have positive attitude toward the participation
of SWD in PE or not, most principals replied that, normally teachers have
positive attitude to their students and their subject in the normal and peaceful
atmosphere;
• Regarding to the adequacy of the teachers’ training, both groups that means
principals and educational officials replied that, regular school teachers are
trained effectively and qualified to each specific subjects in regular schools.
The respondents can not be sure about the teachers’ capacity to run inclusive 88
education effectively. This means that they hesitate the adequacy of teachers
training if it fits inclusion in PE.;
• With regard to evaluation mechanisms applied by teachers particularly in
practical session of PE, some of the principals informed that, they do not see
assessment of PE separately from other subjects. On the other hand, some of
them reflected the idea that SWD are evaluated only in the theoretical class
tests, but not in the practical tests because of their disability. This result
implies that the lack of common knowledge of the sample school principals
about inclusion in PE which may be resulted from low level of awareness;
• When asked about the availability and adequacy of the required equipments
for PE, all the respondents indicated PE equipments are not available in all
most all the sample schools, this is due to shortage of budget. Regarding the
adequacy of the in hand equipments, they responded that they can not decide,
because this is up to the teacher to evaluate and justify relevance of the
equipments;
• The student researcher asked all of the subjects whether exclusion of SWD
from the practical session of PE affect them or not, all the subjects said that,
inclusive education has the concept that is providing equal opportunities to all
of the students with out discrimination, hence, if this students will rejected
from the system they may be affected psychologically and develop negative
attitude toward the subject;
• A question is raised to the respondents to mention the main challenges to
accommodate SWD in PE practical classes. Thus, they suggested that there
could be several problems in a given process, however the major ones are the
following:
- low level of awareness of all stakeholders;
- teachers’ capacity for inclusion
- teachers’ attitude towards inclusive education;
- interest of the SWD themselves; 89
- previous background of SWD in PE;
- inadequate curriculum;
- shortage of required equipments;
- lack of professional support and encouragement and
- lack of identification and pertinent data of SWD in the school.
Finally, principals woreda and zone educational experts were asked to justify
strategies to overcome the problems related to participatory PE practical classes and
they pointed out the following:
- Designing the continuous awareness creation mechanism for teachers,
peer groups, school administration, parents, educational officials;
- Provision of relevant training to teachers that help them to function
effectively in the inclusive education settings;
- Promoting teachers attitude towards inclusive PE by seminars, workshops,
visiting programs etc;
- Encourage and provide special support for SWD in order to develop
interest towards inclusive PE;
- Inclusive PE should be start from the beginning. Hence, KG and primary
school curriculum should include the issue of inclusive education;
- Secondary school PE curriculum should accommodate significant adapted
contents and methodologies of inclusive PE;
- Planned and programmed professional support and continuous follow-up
should be done by woreda and zone educational officials;
- Assessment and identification of SWD help to know their accurate data
and status of their disability. Hence, the school can be prepare its plan
based on the pertinent information.
90
4.2.3.2. Interview Report Obtained from Oromia Regional State Education
Bureau Curriculum Expert
The interview conducted with Oromia Regional State Education Bureau Curriculum
Expert is presented as follows:
Hence, the first question raised to him was about whether there are special
needs education experts in their office or not, he responded that previously
(before the application of BPR) there were special needs education experts,
but currently we have no such professionals;
Concerning their awareness towards the ongoing inclusive education
particularly about inclusive PE in secondary schools, the expert replied that,
“as a regional education bureau expert, I know that inclusive educational
system is undergoing currently to help SWD within the regular education
setting but I do not have enough awareness what is going on specifically in PE
inclusive classes.” Further, he noted that the responsibility of preparing
instructional materials (syllabus, teachers’ guides and textbooks etc), for
secondary schools is of MoE at national level. Therefore the duty of the
regional education bureau is simply following the total teaching-learning
process particularly in secondary school level;
When asked if there is professional support and encouragement from regional
level to enhance the implication of inclusive education particularly in subjects
like PE and other co-curricular activities, he replied that there is no specific
support rather than following the whole educational activities in the region.
The other question raised to him was that to explain the strong and weak
points of implementation of PE in secondary schools of the region. Then he
responded as, the strong point is including SWD in the regular education
system as a policy rather than helping them in special conditions and he did
not describe other strong and weak sides of inclusive education in general
since he has no deep information concerning the system particularly about PE
and SWD; 91
For the major factors that can hinder the provision of inclusive PE in
secondary schools, he contended the following points:
- lack of awareness about inclusive education among the whole
stakeholders (parents, SWOD, teachers, principals, educational
officials etc. );
- lack of responsible special needs education (inclusive education)
experts at all level, that is from woreda to region education bureau;
- adequacy of teachers’ training and instructional materials;
- lack of continuous professional assessment, support and
encouragement;
- availability and adequacy of the required equipments and facilities;
- lack of competency and commitment of teachers and school principals.
4.2.3.3. Unstructured Interview Report from Students with Multi-disabilities
Unstructured interview was held with two students who have multi-disabilities at
different time and place and their responses are summarized as follows:
Primarily they were asked their pervious experience and existing practices in
PE practical activities and they responded that, throughout their school life
they have no participation in PE practical classes. They claimed that they were
totally rejected. When describing their duty during PE regular practical
classes, they replied that, sometimes they never go to sport field, they stay in
their class and do own work or sit idly anywhere in the school. And
sometimes they go to sport field and recommended to watch over materials of
participant students under shadow up to the class end;
They were asked again about the teachers’ attitude and commitment to
encourage and help them to be take part in inclusive PE. They answered as,
there is no help and encouragement to involve them, they are totally forgotten.
According to these respondents, PE practical time is the time when they feel a
great depression and inferiority and when their mind is go back to ask nature 92
why they are disabled. Because PE practical time is the time when their peer
groups are play and enjoy while they are sit idly due to their disability, and
The issue of assessment and evaluation in this subject is raised to them and
they confirmed that, they participate only in the classroom theoretical tests.
Hence, their PE result is very low since they are not involved in continuous
practical assessment equal to other students.
Finally, they were asked to mention the major challenges that hinder their
involvement in PE practical classes and possible strategies to overcome the problems.
As to them, the following are the major hindering factors:
- lack of competence and positive outlook among teachers to help SWD;
- in adequate curriculum materials which did not include a single
content and strategy about how SWD could be able to involved in PE
practical classes;
- lack of support and concentration from school administration, and
- trained teachers who can modify activities to address the special needs
of SWD.
They recommended possible solutions to solve the problem as follows:
- structuring awareness creation program to all the concerned;
- curriculum modification as well as relevant teachers training and
- continuous support and concentration of the school administration and
others.
93
4.2.4. Analysis and Interpretation of Observation of PE Practical Classes
Table 20: Table Showing the Summarized Observation of PE Practical Classes in the
10 Sample Schools
No Item Excellent Very good Good Poor
1 Willingness of the teacher to encourage
and support students with disabilities as
individuals
√
2 Participation of SWD in PE practical
activities
√
3 Methodology of the teacher to make
easy PE practical activities for SWD
√
4 Special help and praise of the teacher
for SWD in PE practical classes
√
5 Interaction of SWD with their teacher
and SWOD
√
6 Suitability of the school environment,
instructional materials and facilities
√
NB. The result obtained is not for a single school. It is the summarized result of the 10 sample
schools
As it was mentioned in the methodology section, PE practical class observation was
conducted for 10 periods that means for one period in each sample school. The
observation checklist involved more of the teachers’ duty and the adequacy of the
school environment, instructional materials and facilities to effectively run PE
practical classes. However, as indicated in Table 20, willingness of the teachers’ to
accommodate and to provide special help to these students in PE practical activities,
the condition of interaction of SWD with their teachers and SWD as well as the
conduciveness of the school interms of the required instructional facilities was found
not satisfactory or poor in general. Therefore, it is difficult to think about effective
inclusion in PE where there are these shortcomings in the process. Finally, several
writers advocated that inclusive education by its nature requires various attributes to
be successful. However, among these requirements positive attitude of the
stakeholders is given priority. In line with this, Skjorten (2004) argued that,
successful inclusive education requires change of heart and attitude. 94
CHAPTER FIVE
Summary, Conclusion and Recommendation
5.1. Summary
The main focus of this study was to investigate the existing practice as well as
pedagogical challenges and opportunities of students with orthopedic, visual and
hearing impairments in PE practical classes in secondary schools of North Shoa Zone
of Oromia Regional State.
To achieve the purpose of this study, basic questions were raised regarding the
existing practice, opportunities, hindering factors and strategies to be made to address
inclusive PE practical classes to the above mentioned students in the Zone.
In order to carry out the study, qualitative and quantitative approaches were adopted.
To collect the required information different data gathering instruments such as
questionnaire, interview and field practical observation were used.
The sample population included students with orthopedic, visual, and hearing
impairments, physical education teachers, school principals, woreda, zone and
regional state education bureau experts. The data secured 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.
Finally, the study has come up with the following findings:
A. Practice of Students with Disabilities in PE Practical Classes
The previous (before secondary school) experience of SWD in PE regular
practical classes was very low;
Similarly, in their secondary school life SWD do not have significant
involvement in the practical session of PE;
95
B. Opportunities Provided
Provision of equal right for SWD to attend their education in the regular
education settings;
The number of students with disabilities (orthopedic, visual and hearing
impairments) in the regular education setting is not negligible;
The support and encouragement provided by PE teachers to students with
physical disabilities was found discouraging;
Teachers’ capacity to modify PE practical activities in order to meet the
special needs of SWD was found very low;
Competence and willingness of teachers’ to provide access for SWD in order
to participate in the practical session of PE was found very low;
Teachers do not use various methodologies to make the practical activities
simple to students with disabilities in PE classes;
Teachers’ effort to create friendship among students with disabilities and
students without disabilities is very low;
Teachers do not provide opportunity for students with disabilities to ask and
communicate;
Adequacy of teachers training was serious problem in the sample schools,
which in turn affect the access of students with disabilities to be participant in
the practical session of PE;
Shortage of relevant facilities to create effective inclusive PE classes;
Lack of appropriate instructional materials like textbooks, teachers’ guides
etc. for inclusive PE;
Lack of support from school administration to provide access for SWD in PE
practical classes, and
Effort made by woreda and zone education bureau officials to improve the
status of inclusive PE in the sample schools was found negligible. 96
C. Awareness
The awareness of SWD in sample secondary schools of North Shoa Zone of
Oromia Regional State about PE was very high. The majority of these
students have better awareness about the advantage of PE to them;
School principals as well as woreda and zone education bureau experts
believe the benefit of PE practical activities for SWD. However, their
awareness concerning the involvement of students with physical disabilities in
PE practical classes was very low. The majority of these groups have no
adequate information about what is going on in PE practical classes;
Students without disabilities due to lack of awareness, were seen reluctant to
support SWD to participate in PE practical classes, and
Parents of students with disabilities are unaware of the educational condition
of their children in PE activities.
D. Outlooks
Teachers’ and students’ perception toward a given subject is the determinant factor to
achieve the desired educational goal. Hence, the finding obtained indicated that:
Majority of the respondent students have positive outlook towards PE and its
practical activities;
Students without disabilities have positive outlook to learn with SWD in PE
practical classes, and
PE teachers’ have interest to involve SWD in the practical activities. But their
poor experience and training in inclusive PE hindered them.
E. The Major Factors Affecting the Participation of Students with Disabilities in
PE Practical Activities
The major factors hindering the involvement of students with orthopedic, visual, and
hearing impairments in PE practical activities in the sample schools were identified as
follows: 97
Lack of teachers’ support and encouragement for students with disabilities in
PE practical classes;
Inadequate training and poor experience of teachers of physical education;
Competence and willingness of teachers to modify activities, to use different
teaching strategies and evaluation mechanisms in PE practical classes was
found very low;
Lack of relevant curriculum materials like textbooks, teachers’ guides etc. for
SWD;
Lack of support and consideration from school administration;
Shortage of available and adequate equipment and facilities in the sample
schools;
Lack of professional support from woreda and zone education bureau officers
to schools in order to promote inclusive PE;
Poor PE experience of SWD in their lower grade education;
Low level of awareness of stakeholders (school principals, parents as well as
woreda, zone, and regional education bureau experts) about the existing
practice in PE practical classes;
Lack of proper support from SWOD to SWD in PE practical classes;
Lack of interaction and cooperation of SWD with their teachers and SWOD
in PE practical activities;
Lack of self-confidence and psychological problems like inferiority complex
and isolation of themselves from school co-curricular activities, and
Absence of appropriate methods for identification and assessment of SWD in
order to address their special instructional needs.
F. Strategies to Improve the Involvement of SWD in PE Practical Activities
The findings revealed that students with orthopedic, visual, and hearing impairments
were found out of the practical activities of PE in the sample schools. This implies 98
that, improving access of inclusive education for SWD is still critical issue that
demands great efforts to achieve the desired goal of inclusive education. To this effect
following strategies were suggested:
Improving the awareness level of teachers, SWOD, principals, parents,
educational experts, and decision makers to be involved and play their own
role in the inclusive educational system;
Related training should be offered to PE teachers in order to improve the
implementation of inclusive PE in secondary schools;
Providing professional support to schools from educational experts at different
level to create inclusive PE education;
School administration should give consideration and support to the process of
inclusive PE in the school;
Teachers and SWOD should encourage and help SWD to be involved in PE
activities and being benefited;
Curriculum materials of secondary school should accommodate various
adapted PE activities and methodologies for effective implementation;
The required equipment and facilities for inclusive PE should be fulfilled in
the school, and
Structuring a system of assessment and identification in order to have
pertinent data of SWD to address their special needs in the process of
inclusive PE.
5.2. Conclusion
Physical education is the integral part of the total educational activities which
enhances and integrates the mental, physical, social, and psychological aspects of an
individual’s life through directed and selected physical activities. Therefore, one has
to understand that physical education plays a great role in the society, specially for
SWD if efficiently and effectively practiced. 99
As seen from the general trend, although most educators consider inclusive education
to be ethically, morally, and pedagogically sound for students with disabilities, a
number of obstacles have interfered with its wide spread implementation. As a result,
SWD denied access to inclusive education. Similarly, significant number of students
with orthopedic, visual, and hearing impairments lack access to participate in physical
education practical exercises in the school.
Therefore, the focus of this study was to identify the existing practice of SWD in PE
practical classes along with challenges and opportunities in the process. In addition, it
is aimed at forwarding possible solutions to improve the involvement of students with
orthopedic, visual, and hearing impairments in PE practical activities. Hence, based
on the findings of the study it can be concluded as follows.
In promoting inclusive education, awareness creation is crucial for all
stakeholders. However this study revealed that teachers, principals, SWOD,
parents and educational officers at different level had less awareness about the
right of SWD to be involved in physical education practical classes.
Particularly, teachers and principals were found reluctant to the issue raised;
Learners’ interest and outlook is considered as one of the determinant factors
in a sound implementation of a given curriculum. In this study it was found
that almost all of the subject students have favourable interest towards PE
theoretical and practical sessions in general. Though PE is much favoured by
students with orthopedic, visual, and hearing impairments, it is noted that,
they were totally excluded from the practical activities of this subject;
Furthermore, inclusive education can play a crucial role in advancing better
academic performance for students with disabilities including those with
orthopedic, visual, and hearing impairments, as they will do better when they
sense that they are accepted and valued by their teachers and ‘normal’ peers.
Hence, from the result of this study teachers and SWOD reflect their positive
outlook with regard to students with disabilities and their participation in PE
practical classes; 100
It is undeniable fact that positive outlook of teachers can enhance the
achievement of any new strategy in any educational system. However,
positive outlook without related knowledge and skill is not the end in the
process. In this study, teachers found complaining that the current teachertraining curriculum does not include certain skills, which enable teachers to
facilitate appropriate inclusive classes of PE;
Similarly, relevant curriculum materials (syllabus, teachers’ guides, student
textbooks, etc…) could accelerate the fulfillment of inclusion strategy at any
level of education. However, physical education curriculum materials were
found irrelevant in this study;
Along with adequate curriculum, required equipments and facilities are
resources that can assist a teacher in bringing about an intended behavioral
change in inclusive education setting. In this regard, the study pointed out that
there was shortage of important equipment and facilities to accommodate the
target students in PE practical students in the sample schools;
The implementation of a given curriculum is not a responsibility of a single
individual or group. Hence, the process of inclusive education requires the
cooperative activity of different stakeholders. However, in this study school
principals as well as education bureau officers from woreda to regional state
did not provide their support and encouragement to generate effective
inclusion in PE practical classes;
Parents give less importance to the education of their children with disabilities
and have low expectation to their performance particularly in PE practical
activities from the sense of over protection. In line to this, parents’
encouragement and support for their children with disabilities was found low
in this study;
Psychological and social factors greatly influence to run smoothly and
effectively the instructional process towards the desired objective. As it is
received by the study, the sample students with orthopedic, visual, and hearing 101
impairments appear to face several psycho-social challenges in PE practical
classes. Most of these students reported that they feel low self-esteem,
frustration, shy, isolation, etc…which in turn affect their educational
performance, and
Finally, lack of proper information on the number and status of students with
disabilities is also found a challenging factor for effective inclusive education.
Therefore, to create inclusive PE in the sample schools of the zone changing
the prevailing conditions is essential.
5.3. Recommendations
Based on the findings and conclusion of the study, the following recommendations
were forwarded to be taken by the government, schools, and teachers.
I. Measures to be taken by the government
Indeed, the new program of ministry of education designed to overhand teacher
education, teacher-training collages are required to give future teacher a course in
Inclusive Education, but there appears to be lack of clarity and specification.
Thus, there must be clearly stated guidelines to provide inclusive education to
children with different types of disability. Legislation, educational policy, and
teacher training programs also need to be progressively updated to realize
inclusive education as an educational modality;
The current teacher-training curriculum does not include certain skills, which
enable teachers to facilitate the inclusive classes. Thus, the (MoE) should modify
the teacher training curriculum so as to reflect the necessary competencies needed
by teachers who are to take a leadership role in order to facilitate the development
of inclusive schooling. Hence, the government has to provide long-term and
short-term trainings at regional and central level for teachers who are teaching in
inclusive school; 102
The success of an inclusive school system, which severs all children, depends on
a flexible and relevant curriculum that can be adapted to the needs of each learner.
All learners can not reach the same level of competence, and do not progress at
the same pace. Thus the curriculum designers should give a special consideration
to make the curriculum flexible in that, modification, substitution, exemption as
well as compensations are entertained to accommodate the diverse needs of
students in inclusive school system;
Awareness creation system should be designed and provided to regional, zonal
and woreda educational officers and to school principals in order to activate
stakeholders for the success of inclusive education, and
The government has to allocate budget specifically for fulfilling the materials
needed by students with disabilities in collaboration with domestic and
international non-governmental organizations.
II. Measures to be taken at school level
The school should create awareness among the school community (teachers,
SWD, SWOD etc) and parents. This would help the school community to develop
positive attitude toward SWD and inclusive education;
The school has to build consensus, through continuous discussion on the issues
with all stakeholders;
SWD have to participate in and outside the school environment in sport activities
like their “normal” peers. Therefore, the school has to facilitate such opportunities
to enhance the social interaction skill of SWD;
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;
Scarcity of sport materials and sport fields discourage students in general and
students with orthopedic, visual and hearing impairments in particular. Therefore,
school should devise mechanism to fulfill the required facilities, and 103
Most of the schools in the zone have problems of keeping records particularly
data for students with disabilities. Thus, schools should give attention and record
the data of these students in number and type of disability in order to address,
their special needs in inclusive education.
II. Measures to be taken by teachers
Teachers have to be well aware of students with orthopedic, visual and hearing
impairments so that they can have a better understanding and positive attitude to
promote inclusive PE;
Indeed, teachers could encounter practical problems, while teaching in inclusive
classes. Thus, teachers should be innovative, flexible, creative, ready to learn
from the learners and capable of initiating active learning in inclusive PE setting;
The learning environment of inclusive education needs some sort of modification
and adaptation. Thus, teachers should work out the necessary modification and
adaptation of educational materials, methodology, facilities, equipment and
environmental conditions in order to address specific educational needs of
students with orthopedic, visual, and hearing impairments in physical education,
and
PE textbooks are found not suitable for students with orthopedic, visual, and
hearing impairments in an inclusive educational setting. They need revision so as
to incorporate more suitable activities and methodologies that promote
communication and participation; the inclusive class teacher should be able to
modify textbooks according to the needs of students with disabilities in inclusive
PE program.
104
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111
APPENDIX- I
ADDIS ABABA UNIVERSITY
SCHOOL OF GRADUATE STUDIES
COLLEGE OF EDUCATION
DEPARTMENT OF CURRICULUM AND TEACHERS
PROFESSIONAL DEVELOPMENT STUDIES
Dear Respondents!
This questionnaire is designed to collect data for the study aimed to assess the
existing involvement, as well as pedagogical challenges and opportunities of students
with disabilities in Physical Education (PE) regular practical classes in secondary
schools of North Shoa Zone of Oromia. The data collected using this questionnaire is
to be used only for academic purpose and all information gathered from the
respondents will be helpful to get pertinent findings and to forward timely and sound
recommendation. Your responses are confidential and are not used for any other
purpose rather than this study. Therefore, in order to obtain relevant and reliable
information that would contribute to the success of this study, I kindly request your
cooperation to answer all the questions frankly as you fell.
Tank you in advance!
112
QUESTIONNAIRE TO BE FILLED BY STUDENTS WITH
DISABILITIES
PART I. General Information
1. Location: Zone __________________ Woreda _____________
2. School ________________________________________________
3. Sex: Male Female
4. Age: A. 14-18 B. 19-23 C. 24 & above
5. Grade ___________________
6. Type of Disability: Visual Hearing Orthopedic
PART II. The following are items about opportunities and challenges to involve
student with disabilities in the practical classes of PE. Please, indicate the
extent to which you agree or disagree by putting the sign “ ” in one of
the five boxes to the right of each item.
• N.B. ‘PE’ stands for Physical Education
Rating scales
No.
Item
Strongly
agree
Agree
Undecided
Disagree
Strongly
disagree
1 Students with disabilities have better experience or participation in PE
practical activities in the lower grades
2 Students with disabilities are significantly involving in PE practical activities
in secondary school education
3 Teachers support and encourage students with disabilities to participate in
inclusive (PE) practical classes
4 Teachers modify PE practical activities in order to meet the special needs of
students with disabilities
5 There is willingness of teachers to help students with disabilities personally in
order to make them active participants of PE practical classes
6 Teachers explain and demonstrate practical lessons of PE from simple to
complex so that students with disabilities can catch up and imitate easily
7 Effort is made by teachers to encourage cooperation and friendship among
disabled and non- disabled students in PE in order to help one another
8 Students with disabilities have no possibility to ask and communicate with
their teachers during practical session of PE
9 Evaluation mechanisms used by teachers consider disability of students in
practical classes of PE
10 Result of students with disabilities in PE is proportional with result of students
with non-disabilities 113
11 Students with disabilities did not involved in the practical examinations of PE
12 Secondary school PE text books have the necessary guidelines to help students
with disabilities in practical activities of the subject
13 There are available PE facilities for students with disabilities in the school
14 Effort is made by school administrators to follow the participation and
evaluation systems of students with disabilities in PE practical classes
15 Zone and woreda educational experts provide professional assistance for
teachers to create effective inclusion in PE practical classes
PART III. Opinion of Students with Disabilities towards PE Practical Classes
16 It is difficult and boring to participate in practical activities of PE for
students with disabilities because of impairments
17 PE has equal contribution for both students with disabilities and with nondisabilities
18 PE can improve the health condition of students with disabilities
19 Students with disabilities can develop self confidence through PE activities
20 Students with disabilities have basic knowledge about the importance of PE
for their physical, mental, psychological and social development
21 Students with disabilities are not interested to be involved in PE practical
classes except in the theoretical classes
22 Luck of interest on the subject made students with disabilities to be not
involved in PE practical classes
23 Non-disabled students are not interested to learn with disabled students in
the regular practical classes of PE
24 Teachers and students with non-disabilities have positive precipitation
toward students with disabilities in PE practical classes
25 Teachers think that disabled students should learn with their non-disabled
peers in the regular PE practical session
26 Parents believe the ability of students with disabilities and they provide
them moral and material support to be involved in PE practical activities
27 My disability doesn’t prevent me from doing adapted PE practical activities
28 I have several psychological problems because of my disability since I can’t
participate in PE classes equally with others
29 Isolation from PE practical classes decrease the social interaction skill of
students with disabilities
PART IV. Open- ended items
1. In your opinion, what strategies should be used in order to create effective
inclusive PE practical activities?
_______________________________________________________________
______________________________________________________________
Thank you! 114
APPENDIX -II
ADDIS ABABA UNIVERSITY
SCHOOL OF GRADUATE STUDIES
COLLEGE OF EDUCATION
DEPARTMENT OF CURRICULUM AND TEACHERS
PROFESSIONAL DEVELOPMENT STUDIES
Dear Respondents!
This questionnaire is designed to collect data for the study aimed to assess the
existing involvement, as well as pedagogical challenges and opportunities of students
with disabilities in Physical Education (PE) regular practical classes in secondary
schools of North Shoa Zone of Oromia. The data collected using this questionnaire is
to be used only for academic purpose and all information gathered from the
respondents will be helpful to get pertinent findings and to forward timely and sound
recommendation. Your responses are confidential and are not used for any other
purpose rather than this study. Therefore, in order to obtain relevant and reliable
information that would contribute to the success of this study, I kindly request your
cooperation to answer all the questions frankly as you fell.
Tank you in advance!
115
QUESTIONNAIRE TO BE FILLED BY TEACHERS
PART I. General Information
1. Zone ________________________ Woreda ___________
2. Name of the school ______________________________
3. Sex: Male Female
4. Age: A. 20-24 B. 25-29
C. 30-34 D. 35-39 E. Above 39
5. Qualification: A. Diploma B. Degree C. other
6. Filed of specialization ___________________________
7. Teaching experience ____________________________ years.
PART II. The following are issues about the existing participation (inclusion) of
students with disabilities in physical education practical classes. Please, put “ ”
mark in the boxes that corresponds to your choice and give your reasons on the space
provided.
• N.B. ‘PE’ stands for Physical Education
1. How is your experience in inclusive PE practical classes?
A. Very high B. High C. Medium D. Low E. Very low
2. If your answer for question number 1 is ‘low’ or ‘very low’, please mention the
major reasons.
__________________________________________________________________
__________________________________________________________________
3. How is your interest to involve students with disabilities in PE regular practical
classes? A. Very high B. High C. Medium
D. Low E. Very low
4. If your answer for question 3 is ‘low’ or ‘very low’, please indicate the major
reasons.
__________________________________________________________________
__________________________________________________________________ 116
5. To what extent students with disabilities participate in your PE regular practical
classes?
A. Very high B. High C. Medium D. Low E. Very low
6. If your answer for question number 5 is ‘low’ or ‘very low’, would you please
mention the major reasons?
__________________________________________________________________
__________________________________________________________________
7. Have you tried to modify practical activities of PE in order to meet the special
needs of students with disabilities?
A. Yes B. No C. Sometimes
8. If your answer for question number 7 is ‘No’ or ‘sometimes’, please explain the
reason.
_______________________________________________________________
__________________________________________________________________
Do you evaluate students with disabilities in the practical session of PE with other
students?
A. Yes B. No C. Sometimes
9. If your answer for question number 9 is ‘Yes’, please explain how?
__________________________________________________________________
__________________________________________________________________
If your answer for question number 9 is ‘No’ or ‘Sometimes’, please indicate your
mechanisms to evaluate them?
__________________________________________________________________
__________________________________________________________________
117
10. How do you see the result of students with disabilities in PE compared with
students with non-disabilities in your school?
A. Very high B. High C. Medium D. Low E. Very low
11. If your answer for the above question is ‘low’ or ‘very low’, please mention
some of the major reasons
__________________________________________________________________
__________________________________________________________________
12. How is the effort made by school management to promote the inclusion of
students with disabilities in PE practical classes?
A. Very high B. High C. Medium
D. Low E. Very low
13. If your answer for question number 14 is ‘very high’ or ‘high’, please mention
some of the efforts made
__________________________________________________________________
__________________________________________________________________
14. Is there professional support form special need education expert of the zone and
Woreda for teachers and principals to promote the inclusion of student with
disabilities in PE practical classes?
A. Yes B. No C. Sometimes
15. If your answer for question number 16 is ‘yes’, please mention the major efforts
made.
__________________________________________________________________
__________________________________________________________________ 118
PART III. The following are assumed challenges to involve students with
disabilities in PE practical classes. Please, indicate the level of your agreement or
disagreement in putting “ ” mark in one of the five boxes to the right of each item.
Rating scales
No Item
Strongly
agree
Agree
Undecided
Disagree
Strongly
disagree
1 Lack of relevant training is a barrier for me to create
inclusion in PE practical classes
2 Low level of awareness of students with disabilities about
PE and its benefit is a barrier for me to involve them in PE
practical activities
3 Students with disabilities do not have interest to PE in
general and its practical activities in particular
4 It is difficult to involve students with disabilities in PE
practical classes because of their impairment
5 The number of students in the class is a barrier for me to
help and encourage students with disabilities personally in
the practical session of PE
6 Their poor experience of PE in the lower grades effecting
me to create effective inclusive classes
7 The school environment is not conducive to involve
students with disabilities in PE practical classes effectively
8 Low awareness level of parents and students with nondisabilities discourage students with disabilities to
participate in PE practical classes
9 Lack of relevant curriculum materials of PE for students
with disabilities is a barrier for me to create inclusion in
PE practical classes
10 Shortage of PE equipments is hindering me to include
students with disabilities in PE practical activities
11 Lack of interaction of students with disabilities and other
students affect their participation in PE practical classes
12 Psychological problems like inferiority complex are the
major factors affecting their participation in PE practical
classes.
QUESTIONS
PART IV. The following are issues about your opinion regarding the inclusive PE
practical classes. Please, give your opinion on the space provided.
1. Do you believe that students with disabilities have a right to learn all aspects of
PE with their non-disabled peers?
A. Yes B. No C. I can’t decide
2. What ever your answer is for the above question, please explain why?
_________________________________________________________________
_________________________________________________________________
3. In your opinion, do students with disabilities benefited physically, mentally,
psychologically and socially form practical aspects of PE?
A. Yes B. No C. Undecided
4. If your answer for the above question is ‘No’, please indicate why?
_________________________________________________________________
_________________________________________________________________
5. Do you think that creating inclusion in PE practical classes is only the
responsibility of teachers?
A. Yes B. No C. I can’t decide
6. If your answer for question number 5 is ‘No’ please mention the major reasons.
_________________________________________________________________
_________________________________________________________________
7. Do you believe that, inadequate inclusion in PE practical classes will adversely
affect the learning condition of SWD in teaching-learning process?
A. Yes B. No C. I can’t decide
8. If your answer for the above question is ‘Yes’, please give your reason
_________________________________________________________________
_________________________________________________________________
120
9. What other problems have you faced while you are teaching students with
disabilities in your regular PE practical classes?
________________________________________________________________
________________________________________________________________
• What is your suggestion to solve the problems in inclusive PE in order to
create effective inclusive settings?
_______________________________________________________________
_______________________________________________________________
10. What strategies do you suggest to overcome these problems and to create
effective inclusive PE settings?
________________________________________________________________
________________________________________________________________
Thank you!
121
Appendix-III
Interview guide for secondary school principals
• N.B. ‘PE’ stands for physical education
1. Are there students with visual, hearing and orthopedic impairments in your
school?
2. Do you have enough awareness about the inclusive PE practical classes in your
school?
3. Do you believe that PE contributes for students with disabilities in their school
life and latter?
4. Is there necessary support from the school administration or woreda and zone
educational officials for the effective involvement of students with disabilities in
PE practical classes?
5. How do you see teachers’ attitude towards inclusive PE practical classes?
6. Do you think that PE teachers have adequate training of inclusive education to
address the special needs of students with disabilities in their practical classes?
7. Do you follow the evaluation mechanisms used by PE teachers and the student’s
result particularly in the practical session of PE in your school?
8. Is there professional support from woreda or zone education bureau experts
about the inclusive PE practical classes?
9. Do you think that exclusion of students from PE regular practical classes and
other co-curricular activities in the school affect them? How?
10. How do you see the availability and adequacy of equipments for inclusive PE in
your school?
11. In your opinion, what are the major challenges that hinder the significant
inclusive PE practical classes in your school?
12. What strategies should be used to solve these problems?
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