EFFECTS OF MILD VISUAL IMPAIRMENT ON LEARNERS’ PARTICIPATION IN PHYSICAL ACTIVITIES IN SPECIAL SCHOOLS IN JINJA DISTRICT, UGANDA

Kwagala Esther Kozaala, Betiang Peter Aniah, Lawrence Ssekyoga, Joy Ashibebonye Adie, Costly Manyo Erim, Andong Helen Akpama

Abstract


Although learners with mild visual impairment have a level of functional vision, they are still significantly hampered in their desire to actively participate in physical activities in inclusive schools in sub-Saharan Africa, and particularly in Uganda. This study sought to investigate the effects of mild visual impairments on learners’ participation in physical activities in Special schools in Jinja District of Uganda. Adopting a descriptive survey research design with a mixed methods approach, combining questionnaires, interviews and observations, data was collected from a sample of 110 participants from a population of 122 individuals, including head teachers, special needs teachers, and learners with mild visual impairments. Analysis of the data collected revealed that 25% of parents believed that mild visual impairments could limit their children’s participation in physical activities. However, 57.1% of learners agreed that they are impacted by their physical condition, while 42.9% reported participation without any significant adjustments. Respondents also revealed the major barriers to their active participation, including reduced sensory awareness, visual discrimination, and social exclusion. It was recommended that schools should ramp up efforts in providing low-vision aids, improve teacher training, and promote peer interaction to improve peer-to-peer support within their school settings.

 

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Keywords


mild visual impairment, learners’ participation, physical activities, special schools, Jinja, Uganda

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References


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DOI: http://dx.doi.org/10.46827/ejse.v11i4.6128

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