Assessment of Challenges Facing Inclusion in Physical Education Lessons for Learners With Physical Disabilities in Nairobi City County Primary Schools

Abstract

This thesis sought to establish the extent of involvement of learners with physical disabilities in physical education lessons in primary schools in Nairobi City County. The Basic Education Act of 2014 provides that all children, including learners with disability be included in the general education system and be entitled to access to quality and inclusive education, and be accorded sufficient support that will facilitate their effective education. The literature reviewed discusses the challenges that the learners and the schools go through in their efforts to match the quality of Physical Education offered to other learners. Some challenges include inadequate and undertrained teachers, inappropriate equipment, insufficient funds and poor enforcement of policies. This study is based on the Social Model of Disability (SDM). According to SDM, disability is not as a result of biological impairment, but rather from the existing physical and social barriers that limit a person’s full participation in the society. Therefore, the biggest limitation for people with disability is not their biological state, but the barriers imposed by the society. The study employed descriptive survey method and targeted 280 class seven pupils, 82 teachers and 36 heads of schools. The data was collected from schools within Langata, Dagoretti and Westlands Sub-Counties. Data was collected using questionnaires, interviews, inventory and document analysis. Data was analyzed using Thematic Network Analysis employing the Nvivo computer software. The study findings indicate a shortage of equipment that are dedicated to the learning of physical education lessons for learners with disability. Equipment such as balls were found to be insufficient while majority of facilities such as playing fields were found to be rocky and unable to facilitate the movement for learners using wheelchairs. The study found that 100 percent of teachers involved in teaching learners with physical disability had received formal training on special needs education (SNE) from diploma to masters’ level. However, none of the teachers had received training on adapted physical education. A considerable number of learners indicated that they participate in sports and recreation activities, which boots their interest and ability to learn skills during physical education lessons. Apart from the traditional games such as soccer and volleyball where many learners with disability struggle to learn, emerging activities such as skipping rope, tire ridding, swimming and roller skating are emerging sports which are exciting to learners with disability. Majority of learners were unable to effectively participate is physical education lessons for lack of basic resources such as uniforms and shoes. This study recommends that teachers involved in teaching learners with physical disability should acquire some training on adapted physical education while schools should set aside funds to purchase equipment that are appropriate for use by learners with physical disability.