ASSESSMENT OF CHALLENGES AND PROBLEMS AFFECTING THE PARTICIPATION OF DISABLED STUDENTS IN PHYSICAL EDUCATION IN HAWASSA

Abstract

The purpose of this study was to Assess the Challenges and Problems Affecting the Participation of Disabled Students in Physical Education in Hawassa. The study attempted to identify the extent of disabled student's engagement in physical activities during PE classes, the challenges for disabled students to participate in PE classes the benefits of PE for disabled students in and the assessment of PE Teachers in teaching Disabled Students that the government secondary school PE teachers perform. In order to attain the objective of the study, a descriptive survey design method was applied. In addition to that qualitative and quantitative approach was implemented to substantiate the data. Sample for the study were selected through purposive and availability sampling techniques. Data was gathered from 45 respondents, 15 of them were school principals, 25 of them were PE teachers and 5 of the were cluster supervisors. On the other hand purposively, 23 disabled students were selected from these five target schools. Questionnaires, interview FGD and Field Observation were the instruments used for data collection. The data gathered were analyzed using various statistical tools such as frequency, percentage, and mean value, and chi square test by means of SPSS version 27. Reliability Test was conducted. According to Bonnet and Wright, (2015) an alpha level of 0.6 and above is considered acceptable. So the study’s alpha value was 0.988, therefore, this reveals an excellent internal consistency of the research instrument. The computed data affirmed that disabled student's engagement in physical activities during PE classes were very poor, the challenges for disabled students to participate in PE classes were very high and students knowing the benefits of PE due to poor or no support from their PE teachers they benefited below their expectation. Physical Education teachers gave no consideration for disabled students. Apart from this, the collected data through open-ended question and interview asserted that principal(s) were not effective in handling and fulfilling teaching aid materials, and also playgrounds were not conducive for disabled students. These all challenges lead disabled students not to participate effectively in PE theoretical and practical classes. The finding of the study further showed PE teacher gave poor or no special support for these disabled students. The anticipated result reviled the degree and extent of challenges and problems, emotional instabilities, discrimination, segregation, self-blaming, bad feelings from home and residential areas and parental rejections were the prominent ones. Therefore, it is recommended that seminars, discussions, and additional trainings should be organized for physical education teachers and orientation should be provided for the community that disability is caused by various problems, but not by the wrath of God. It is important to note that students with disabilities can also do their best.