Abstract:
The purpose of the study is to examine teachers’ knowledge and skills in adapting physical
activities for blind students. It was conducted at 8 primary and 4 secondary governmental
schools. A mixed research approach concurrent triangulation design was applied. Data
was collected from 38 physical education teachers and 3 special needs education
professionals using interview, observation and Likert scale type questionnaires.
Consequently, data was analyzed using descriptive and inferential statistics. The mean
responses and standard deviation on knowledge and skills main scale and sub scale were
calculated and Kruskal Walis test was used to identify, if there was statistically significant
difference among participants responses with respect to their level of education and
teaching experiences. From the quantitative result, physical education teachers perceived
level of knowledge about blind students’ unique attributes was “3” and “3” for perceived
level of knowledge about special considerations for Blind students that need to take into
account while including in physical education activities. It means, they had average
knowledge. Their skills at teaching physical activities, creating least restrictive
environment and fitness assessment of blind students were “2.60, 2.14, 1.99” respectively.
It means, they had low skills. According to Kruskal test result, significant difference is
found only between groups regarding their level of education. From the qualitative result;
interview participants viewed their level of knowledge and skills is limited linked with
school related barriers. Finally, recommendations were offered for stakeholders to
facilitate training for hired teachers and to equip undergraduate students with APE
knowledge and skills.
