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

نویسندگان

  • Kwagala Esther Kozaala College of Education, Open and Distance Learning, Kampala International University, Uganda
  • Betiang Peter Aniah College of Education, Open and Distance Learning, Kampala International University, Uganda
  • Lawrence Ssekyoga College of Education, Open and Distance Learning, Kampala International University, Uganda
  • Joy Ashibebonye Adie Faculty of Education, University of Calabar, Calabar, Nigeria
  • Costly Manyo Erim Faculty of Education, University of Calabar, Calabar, Nigeria
  • Andong Helen Akpama Faculty of Education, University of Calabar, Calabar, Nigeria

DOI:

https://doi.org/10.46827/ejse.v11i4.6128

کلمات کلیدی:

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

چکیده

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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بیوگرافی نویسندگان

  • Kwagala Esther Kozaala، College of Education, Open and Distance Learning, Kampala International University, Uganda
    Kwagala Esther Kozaala holds a Bachelor’s degree in Special Needs education, and is concluding her research for the award of a Master’s degree in Special Needs Education. She is a practicing school teacher in an inclusive education school in Uganda
  • Betiang Peter Aniah، College of Education, Open and Distance Learning, Kampala International University, Uganda

    Betiang, Peter Aniah is an Associate Professor of Adult, Non-formal and Special Education, with vast research expertise and interest in inclusive education, adult and non-formal education, special needs education, and education for sustainable livelihoods. He is the Head of Department of Access, Early Childhood and Special Needs Education at the Kampala International University in Uganda.

    ORCID: https://orcid.org/0000-0001-9873-3533

    Scopus ID: 56401048600

    Google Scholar: https://scholar.google.com/citations?hl=en&user=ktjCSXgAAAAJ&gmla=AL3_zigGWW-JsSDmN_6DrFIj2R11JjxtwZ8mrX-qx0PGJ4XRUs0Ub-QoHMiok4PZfBlLE0YOQB_zhlR6PyQGRMIybD43Tg9Ov2O0L0Ug9RE&sciund=11682947908701749608

    ResearchGate: https://www.researchgate.net/search?q=peter%20betiang.

  • Lawrence Ssekyoga، College of Education, Open and Distance Learning, Kampala International University, Uganda

    Ssekyoga Lawrence is an Assistant lecturer in the College of Education, Open and Distance Learning of Kampala international University, Uganda.

    ResearchGate: https://www.researchgate.net/profile/Lawrence-Ssekyoga?ev=hdr_xprf

  • Joy Ashibebonye Adie، Faculty of Education, University of Calabar, Calabar, Nigeria

    Adie, Joy Ashibebonyeholds a Doctor of Philosophy in Educational Administration and Management and teaches in the Faculty of Education at the University of Calabar, Nigeria.

    ORCID: https://orcid.org/0009-0000-0391-7410

  • Costly Manyo Erim، Faculty of Education, University of Calabar, Calabar, Nigeria

    Erim, Costly Manyo is a Senior lecturer in the Department of adult and Continuing Education at the University of Calabar, Nigeria. She holds a PhD in Adult and Non-formal Education.

    ORCID: https://orcid.org/0000-0002-3035-303X
  • Andong Helen Akpama، Faculty of Education, University of Calabar, Calabar, Nigeria

    Andong, Helen Akpama is a Senior Lecturer of Vocational Adult Education in the Faculty of Education, University of Calabar, Nigeria. She holds a PhD in Vocational Adult Education.

    ORCID: https://orcid.org/0000-0002-5228-5154

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دانلودها

چاپ شده

2025-07-14

شماره

دوره 11 شماره 4 (2025)

نوع مقاله

Articles

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