Challenges facing the implementation of inclusive physical education in colleges of education in the Northern Region of Ghana.

Abstract

Despite growing recognition of the importance of inclusive education, the implementation of inclusive physical education (PE) in Colleges of Education remains a neglected area of research, highlighting a critical need for investigation into the barriers, teacher perceptions, professional development opportunities, and administrative support that shape its success. The study explored the implementation of inclusive Physical Education (PE) in Colleges of Education in the Northern region. An exploratory case study design was within qualitative approach utilised. Six (6) PE teachers were sampled using census sampling technique. Semi-structured interview guide was used to gather data in this study. Data were analysed using themes. Findings revealed that PE teachers face significant barriers to implementing inclusive PE, including lack of training, inadequate facilities, resource constraints, and negative attitudes towards disability. Despite these challenges, PE teachers had positive perceptions towards inclusive PE, valuing diversity and equity. However, professional development opportunities for PE teachers were limited, with inadequate workshops, mentorship, collaborative planning, online resources, and coaching. Administrative support is also crucial, with lack of clear policies, insufficient resources, inadequate training, limited communication, lack of support staff, and inadequate facilities hindering successful implementation. The study conclusively identified significant barriers hindering the implementation of inclusive PE in Colleges of Education. The study indicated that PE teachers possess positive perceptions towards inclusive PE, valuing diversity and equity. However, these positive attitudes were often overshadowed by implementation challenges. The study revealed a significant gap in professional development opportunities for PE teachers, hindering their ability to effectively implement inclusive PE. Lastly, the study underscore the crucial role of administrative support in successful inclusive PE implementation. It was recommended that Colleges of Education in the Norther region should establish clear policies, allocate sufficient resources, provide adequate training, facilitate communication, and ensure support staff availability.