Inclusive Pedagogy: Lived Experiences and Barriers of Students with Physical Disabilities in Practical Health and Physical Education in Ethiopian Secondary Schools

Abstract

The main objective of this study is to investigate the lived experience and barriers of students with disabilities focusing in health and physical education practical class from the perspective of inclusive pedagogy approach in selected 2 secondary schools in Ethiopia.  A qualitative research approach and case research design is used. A purposeful sampling technique is planned to consider twenty-two students with disabilities and four secondary HPE teachers. Semi structured interview, FGD, observation and document analysis are used to collect the data.    The main findings includes: SWD'S prior experience in secondary schools shows that they are excluded from health and physical education practical class. This was mainly due to the absence of inclusive curriculum in HPE subject which accommodates learners with visual, hearing and mobility impairments. Their experience in special primary school, they were similarly accommodated and empowered like all other students without disabilities. For instance, students with visual impairment were treated equally in all academic and vocational subjects in special primary school. However, in secondary schools, students with visual hearing and physical impairment are not attending the practical class in HPE subject. The other finding is that though secondary HPE teachers have more positive attitude towards inclusion of students with disabilities, their positive attitude is not changed in to an action. Moreover, HPE teachers showed lack of commitment and readiness to adapt the practical class to meet the unique needs and interests of SWDS. To conclude, as of their physically integrated in mainstreaming secondary schools, students with disabilities had no meaningful engagement in HPE subject. Accordingly, they showed low motivation to HPE practical class in secondary schools. Therefore, it is recommended that there must be a space to revisit existing curriculum to be pedagogically responsive to children with different types of disability in particular to HPE subject in secondary schools. Legislation, educational policy, and teacher training programs also need to be progressively revisited to realize inclusive pedagogy.