Abstract:
The main purpose of this study was to explore the challenges of teaching and assessing
students with visual impairments in physical education practical classes in 5 selected
secondary and preparatory schools in West Gojjam zone. To put this in to effect,
descriptive survey design was used. To collect data, 25 visually impaired students, 32
PE teachers and 5 school principals were select comprehensively from five educational
settings. Purposive sampling strategies were used to select the sample schools. The
data were collected by questionnaire, interview and observation and both are analyzed
quantitatively and qualitatively. Some of the data obtained by questionnaire items were
analyzed quantitatively using frequency, percentage and means. The questionnaires
were pilot. The computed reliability of the instrument was 0.73. The data gained via
questions, interviews and observationswere also analyzed thematically qualitative alon
gside the quantitative data. After the data analyzed, the results indicated that the
formal teaching and assessing students with visual impairment in PE practical classes
were very low. Scarcity of basic facilities and equipment. Lack of positive attitude of
school principals towards visually impaired students and lack of consistent support and
motivation from school administrators from top to down in challenges of teaching visually impaired students in practical classes. Willingness and commitment PE teachers to
support visually impaired students in practical session were found low. Based on the
finding, the researcher concludes that, Provide feedback, motivation visually impaired
students and adapting basic facilities and using various teaching strategies by PE
teachers were less satisfactory. Most of the PE teachers of the sampled schools have
basic gaps to how to teach and assess students with visual impairment in practical
classes effectively.
