This document discusses a study conducted at Mitundu Secondary School to assess students with physical disabilities and how it impacts their learning. The study found that out of 901 total students, 4 students, or 0.44%, had physical disabilities. Teachers and students have implemented various strategies to help physically disabled students learn better, such as creating an accessible environment, flexible lesson timing, and ensuring easy mobility. However, challenges still exist for these students, such as non-friendly infrastructure and inaccessibility to information. The document recommends strategies like infrastructure modification, appropriate teaching/learning materials, and adopting inclusive education practices to address these challenges.

1. ASSESSING STUDENTS WITH PHYSICAL
DISABILITIES AND IMPLICATION ON
LEARNING
Case of Mitundu Secondary School
GROUP 4

2. GROUP MEMBERS
NAMES REG #
EVANCE CHIKALE 170100681
GRACE CHIPOYA 180100683
ELIZABETH MCHACHA 170100607
VERSON BANDA 180100675
YOLLANDA GOMANI 190101317

3. INTRODUCTION
Disability refers to any restriction or lack of ability to perform an
activity in a manner or within a range considered normal for a human
being(WHO,2001).
 Physical disability defined as a problem that rises in operation of
physical parts in a person due to problem in nerves, muscle composition
and operation activities of bones and joints (Nepal,2012)

4. Objectives
a) To identify the prevalence of physical disability at Mitundu Secondary
School
b) To observe the behavior of physical disability inside and outside the
classroom
c) To find out what teachers and students do to help physical disability
students to learn better
d) To analyze challenges physical disability students face

5. CHARACTERISTICS OF STUDENT WITH PHYSICAL
DISABILITY BASED ON LITERATURE
• Has unique needs
 Personal space
 transportation.
• Tactile problems
• Expands a great deal of energy to complete daily task.
• Fatigue due to long conversation
• Limited mobility.
• Feels excluded during group exercises
• Poor balance

6. METHODOLOGY
STUDY DESIGN
• A qualitative study was conducted at Mitundu Secondary school with
an aim of collecting the first hand information from learners with and
without physical disability, teachers and administrators.
DATA COLLECTION METHODS
• Researchers used observation and in depth interviews to collect data
from respondents (Students and teachers)

7. DATA COLLECTION METHOD CON’T
• Observations were done in and outside the classroom which was
followed by in depth interviews.
• During classroom observation, the researchers divided themselves into
two groups, where by one group was inside the classroom and the
other outside the classroom observing the physically challenged
learners and their environment respectively.

8. PREVALENCE OF PHYSICALLY DISABLED
LEARNERS AT MITUNDU SECONDARY
SCHOOL
• Mitundu has 901 learners in total
• Four learners are physically disabled representing 0.44%
• Boys: 2 are physically challenged representing 0.22%
• Girls: 2 are physically challenged representing 0.22%

9. OBSERVABLE CHARACTERISTICS
Characterized by;
• Specialized personal space
• Moving aids e.g. wheelchair

10. TEACHERS’ STRATEGIES TOWARDS HELPING
PHYSICALLY DISABLED TO LEARN BETTER.
• The teacher created accessible environment for easy movement.
• flexible with lesson time.
• Inclusive participation
• Placing the student in front of the classroom.

11. STUDENTS’ STRATEGIES TOWARDS HELPING
PHYSICALLY CHALLENGED STUDENTS.
• Ensuring easy mobility
• Ensuring a mentally free environment
• Friendliness environment

12. OBSERVABLE CHALLENGES FACED BY THE
PHYSICALLY DISIABLED LEARNERS
• Non-friendly infrastructure.
• Inaccessibility to get information
• Stigma and discrimination.

13. STRATEGIES TO ADDRESS CHALLENGES FACED BY
PHYSICALLY CHALLENGED STUDENTS
• Infrastructure modification
• appropriate T/L and assessment materials
• Train more SNE teachers
• Adopting inclusive education curriculum
• Inclusive extra-curriculum activities.

14. REFERENCES
Berry, S.J. & Domene, J.F. (2015): Supporting postsecondary students
with sensory or mobility impairments in reaching their career
aspirational. Career Development and Transition for Exceptional
Individuals.
Government of Nepal (2012): Apangata Shrwot Pustika. Women, Children
and Social Welfare Ministry, Kathmandu, Nepal.

15. THANK YOU!!!