Abstract:
The main objective of this study was to investigate environmental social and educational challenges of
students with physical disabilities in school environments of Homecho preparatory and secondary school.
The study explored the environmental, social and educational challenges students with physical disabilities
encounter. To achieve the objective of the study, qualitative approach with case study design was employed
which allowed for an intensive investigation into the challenges of students with physical disabilities in
school environments of Homecho secondary and preparatory school. The participants of the study were three
students with physical disability and 3 principals, 10 students of peers of students with physical disability, ten
teachers, one special needs educator of the school and one counsellor. The data collection instrument
employed were semi structured interview, focus group discussion and observation. The information that
collected through these instruments was analysed using qualitative methods of data analysis. The study result
showed that the school environment was not accessible for students with physical disabilities, the
infrastructures; the ramps in the gates of classrooms are inaccessible. The study result further revealed that
the school library was not conducive for students with physical disabilities and these students were not using
the library of the school. In addition, the study found that the school facilities, like laboratory rooms and
toilet were inconvenient for students with physical disabilities. The study result further showed that
playfields, teaching and educational intervention were not modified. This implies the students with physical
disabilities were facing challenges in school environment. The study recommended that ramps should be
constructed at the gates of class and school environments should be levelled to make free of terrains. User
friendly pavements should be constructed between buildings; awareness raising programs should be
organized for school community and teachers who teach these students to overcome their challenges. The
school should incorporate the issue of school accessibility and provision of assistive devices for these
students in the school improvement program and annual plan
