Abstract:
The main purpose of this study was to assess the major challenges of students with physical
disabilities in physical education (PE) regular practical classes in some selected schools in Arsi
zone Tena wereda of Oromia regional state. It is also aimed to assign possible recommendations
that help to handle the challenges of these students in the PE practical classes. Descriptive
research design was used in this study. Purposive sampling method and availability sampling
techniques were applied to select respondents. Data were collected from the participant through
interview, questioners and observation checklist. The collected Data were organized and
analyzed from in-depth interviews, practical field observations were analyzed qualitatively and
data collected by questioners were discussed and analyzed quantitatively by data table. Results of
the study showed that, the exclusion of students with physical disabilities from PE practical
classes, support made by teachers to crate effective inclusive PE was found very low, low level of
awareness of stakeholders like school principals, educational officials, ‘normal’ peer groups,
parents and others about the participation of the physically disabled students in PE practical
classes so that their support and encouragement to the issue raised was found discouraging.
Teachers training, curriculum materials and the required facilities and equipment were also
found inadequate. Finally, based on the findings and conclusion of the study, it was recommended
that, awareness creation strategy should be designed to the school principal, teachers, families
and other stakeholders so that they could support and encourage inclusiveness of PE in the
regular schools. Curriculum materials for PE should be improved in order to address the special
needs of students with physical disabilities. PE teachers should be provided relevant training and
they need to be innovative, flexible, creative, willing and capable of initiating participatory
inclusive PE
