EXCLUSION IN INCLUSION? BARRIERS TO STUDENTS WITH VISUAL IMPAIRMENT IN PRACTICAL PHYSICAL EDUCATION LESSONS IN GHANA: A CASE STUDY

Regina Akuffo Darko

Abstract


This study explores the barriers to participation in practical physical education (PE) lessons faced by students with visual impairment (VI) at Okuapemman School, Ghana. Employing a mixed-methods case study design, data were collected from all 22 students with VI using braille questionnaires and from three PE teachers through purposive sampling and structured interviews. Descriptive statistics and thematic analysis were used to analyze quantitative and qualitative data, respectively. Results showed that while 100% of students with VI participated in practical PE lessons during basic school, only 13.6% participated at the senior high school level. Key barriers included inadequate accessible facilities and equipment (68.2%), exclusion by PE teachers (40.9%), and lack of encouragement from sighted peers (45.5%). Despite these challenges, 95.5% of students expressed readiness to participate when given opportunities. PE teachers identified a lack of training, resources, and administrative support as critical challenges. The study concludes that systemic barriers related to resources and teacher preparedness significantly hinder inclusive PE participation. Recommendations include enhanced practical training for PE teachers, provision of adaptive equipment, and in-service professional development programs facilitated by the Ghana Education Service. These measures are essential to foster truly inclusive physical education and equitable participation for students with visual impairment in Ghana and comparable settings.

 

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Keywords


inclusion, exclusion, barriers, marginalization, visually impaired, physical education

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References


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DOI: http://dx.doi.org/10.46827/ejpe.v12i8.6126

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