PHYSICAL EDUCATION TEACHERS’ PERCEIVED KNOWLEDGE AND SKILLS IN ADAPTING PHYSICAL ACTIVITIES FOR BLIND LEARNERS IN DIRE DAWA CITY ADMINIATION

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.