FACTORS THAT HINDER TO INCLUDE PHYSICALLY IMPAIRD STUDENTS IN PHYSICAL EDUCATION PRACTICALCLASSES; THE CASE OF SOME SELECTED SECONDARYAND PREPARATORYSCHOOLS;MEKELLE CITY, TIGRAY REGIONAL STATE

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