Browsing by Author "Nandutu, Irene Eunice"

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    Teaching physical education to learners with visual impairment : a case of a special secondary school in Soroti city, eastern Uganda
    (Kyambogo University(Unpublished work), 2025-11) Nandutu, Irene Eunice
    Globally, the right to inclusive education, including Physical Education (PE), for persons with disabilities is enshrined in frameworks such as the UN Convention on the Rights of Persons with Disabilities (UNCRPD, 2006). In Uganda, this commitment is reflected in national policies like the National Physical Education and Sports Policy (NPESP) of 2004 and the recent mandate making PE a compulsory subject in the new lower secondary curriculum (NCDC, 2020). Despite these progressive policies, Learners with Visual Impairment (LwVI) continue to face systemic barriers that hinder their equitable participation in PE, leading to a significant gap in research concerning the practical implementation and effectiveness of these inclusive directives. This study addresses this gap by investigating the teaching of PE to LwVI in a special secondary school in Soroti City, Eastern Uganda. The research was guided by three objectives: to establish the PE activities that LwVI engage in; to examine the available adapted educational resources used for teaching PE to LwVI and to ascertain the suitability of the PE teaching environment for LwVI. Utilizing a qualitative research approach with a case study design, data were collected from 12 participants, including 2 PE teachers and 10 LwVI. Data collection methods included semi-structured interviews and non-participant observation. The findings indicate that while some PE activities are effectively tailored, many lack adequate modifications. The study also revealed that educational resources are limited and inconsistently integrated, and the teaching environment, though generally adequate, requires significant enhancements in safety and accessibility. Based on these findings, the study recommends systematic adaptation of PE activities, increased availability of specialized resources, targeted teacher training, and infrastructural improvements. This study contributes to the understanding and enhancement of PE teaching practices for LwVI, offering empirical evidence for policymakers and educators.