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%
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.
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.
Visual, hearing impairment, physical disability, gifted, behavior disorder, learning disability, multiple disability
. For example, hunchback, amputated limb, club feet, rickets, short and stunted
tactile problemsOften physically unable to hold a pen.
Limited mobility, difficult movement in classroom, to reach on top,
Enegy, done with exam takes time, movement
Experienced fatigue and limited mobility.when speaking to person for along time
Feels excluded during group exercises
Mitundu secondary school has 901 learners in total. Out of this number, 4 learners are those with physical disabilities representing 0.44% of learners with disabilities. Out of 4 learners with disabilities, 2 are girls and 2 are boys representing 0.22% for girls and 0.22% for boys with disabilities. Based on this information, the prevalence of learners with physical disabilities at Mitundu secondary school is minimal.
In line with literature
observable strategies a teacher did to help physically challenged student to learn better
The teacher created accessible environment that was not mobility limited. A teacher was flexible with lesson time, accommodate late comers. Including physically challenged students in group with their friends so that they should not feel isolated (include phy.challenge in lesson)
OBSERVABLE STRATEGIES THAT FELLOW STUDENTS WERE DOING TO HELP THE PHYSICALLY CHALLEGED STUDENTS. Opening doors and moving furniture’s to accommodate a wheelchair. Helping pushing wheelchair to different destinations. Helping them by carrying their personal books to class.
2. clack jokes. Helping them by carrying their personal books to class
TOILETS structure, no slanted concrete
Physically challenged students were unable to access and read notices on the noticeboard.
WHAT COULD BE DONE TO IMPROVE THE CHALLENGES FACED BY THE PHYSICALLY CHALLENGED STUDENTS, Ministry of education should ensure that infrastructure are modifiedso that it is accessible to all learners, including those that are differently able.
2 Ministry of Education should provide appropriate teaching materials and train more teachers of special education
3 Teacher training curriculum must intensify integrating skills on how to handle students with special needs.
4Provide relevant extra-curriculum activities that will incorporate physically challenged students