The importance of participation of children with visual impairment in sports and physical activities : a case study of teachers’ perceptions and experiences in a Mainstream primary school in Uganda

Abstract

The study mainly focused on teachers’ perceptions and experiences about what and how children with visual impairment learn through their participation in sports and physical activities in a mainstream primary school in Uganda. Children with visual impairment seem to have difficulties with a delay in their motor development due to vision loss and yet ability to move constitutes to carrying out desired activities both at school and home. The study tried to explore and investigate teachers’ feelings, interpretations, ideas, notions, discoveries, knowledge, adventures, insights based on Vygotsky’s theory of Zone of Proximal Development and Jerome Bruner’s concept of Scaffolding. A case study design was used in exploring and investigating the phenomenon of the study. This was to generate in-depth information concerning teachers’ perceptions and experiences about what and how children with visual impairment learn through their participation in sports and physical activities. This was a multiple descriptive case study comprising four cases (teachers). The method of data collection was interview. A semi-structured interview guide was developed and used to collect data from the four cases. The findings showed that teachers supported and encouraged children in carrying out sports and physical activities. Social interaction between the teacher-child or children and child-to-child seemed to be a central point through which children were able to learn through their active participation in sports and physical activities. Teachers’ perceptions and experiences may directly or indirectly influence the kind of sports organized at school. It was established that adaptation of sports equipment and facilities increased children’s participation and at the same time contributed to good health which was a prerequisite to increased and regular school attendance of children. Some recommendations have been put forward that may contribute and help to improve and strengthen teachers’ ways of thinking, organizing activities and working towards supporting and encouraging all children regardless of their unique abilities to attain success in carrying out activities.