Abstract:
There are benefits that accrue to be children or adults who engage in physical activities
(Johnson, 2009). Within this, the aim of this study sought to find out the conditions under which
factors hindering to include physically impaired students in PE practical classes in the case of
some selected secondary and preparatory schools in Mekelle city. The overall objective of thesis
is to identify the major hindering factors to include physically impaired students and the thesis is
generally useful as a source to anyone who wishes to develop his/her thesis in this area.
Descriptive research design was used in this study and data were collected from the subjects
through questionnaires, interviews and observation checklists. Data were organized and
analyzed through both qualitative and quantitative approach. Population of this study were
selected through two sample selection methods; purposive and simple random sampling
techniques. PE teachers, PTA and physically impaired students were selected purposively and
non-physically impaired students were selected using simple random sampling techniques. The
population who are currently learning, teaching and working in some selected secondary and
preparatory schools in Mekelle city. There were 51 physically impaired students, 45 nonphysically
impaired students, 8 PE teachers and 13 PTAs. The typical experiences in the schools
are completely denigration of physically impaired students. Results of this study show that,
consideration of PE text book to physically impaired students is low; the role of PTA to include
in PE practical classes is low. There is low level of awareness of stakeholders like school
community, parents and educational officials and PE teachers to support and encourage
physically impaired students to include in PE practical classes; facilities and equipments were
also found inadequate. Finally, based on the finding and conclusion of this study, it is
recommended that awareness strategy should be designed to the school communities, PE
teachers, parents and PTAs. Additionaly, stakeholders should also revise and redefine the PE
text book and the curriculum to include physically impaired students in PE classes.PE teachers
should provide potential solutions to the proper implementation of effective teaching and
assessment of physically impaired students in PE practical classes
