Abstract:
The purpose of this study was to aimed at the practice and challenges of students with hearing
impairment participating in physical education during practical sessions. The study was
conducted in Tepi at three selected primary schools. The study employed both qualitative and
quantitative research methods and also used a descriptive research design. The study's target
population included hearing-impaired students, physical education teachers, school
administrators, and parents of hearing-impaired students. The purposive sampling method was
used and 61 sampled populations were employed. Interviews, observations, and document
analysis were used to collect data from the sampled population. The collected data were
organized and analyzed by using SPSS software version 20 and descriptive statistics in the form
of frequency tables, bar graphs, and pie charts in order to give clear explanations, presentations,
and interpretations of quantitative data. According to the findings of the study, there was a low
participation rate among HI students in physical education practical lessons. The sports
facilities and equipment were not suitable for hearing-impaired students. The study investigate
the following barriers to participation in physical education practical lessons for students with
hearing impairment: These include a lack of skills, less attention from teachers to those students,
a lack of communication, teacher and peer attitudes toward HI students, and students' interest in
practical classes. The study also found that these challenges greatly influenced the participation
of hearing impaired students at the sampled schools. The study recommended that the school and
other responsible bodies create various opportunities for hearing impaired students to
participate in physical activity, such as appropriate apparatus in the school, access to training
for teachers about inclusive training that allows both hearing impaired students and nondisabled students to participate together, and opportunities for physical education teachers to
scale up their level of participation .
