Exploring Lived Experience of Students with Physical Disability in Primary Schools at Ambo Town: Educational challenges and opportunities

Abstract

This study aimed to explore the lived experiences of students with physical impairments (SWPI) in grades 5-8 at primary schools in Ambo Town, Ethiopia. A phenomenological approach involved in-depth interviews with seven purposively selected students. The qualitative analysis yielded four overarching themes: support services, challenges, strategies for overcoming challenges, and coping mechanisms. Participants reported receiving support from home and school; however, it was often not systematic or institutionalized. Among the challenges faced by SWPI were an unfavorable physical setting, feelings of loneliness, and insufficient support for educational activities requiring movement. To cope with these challenges, students employed various strategies, with resilience, adaptation to the system, and assertiveness being the most frequently mentioned. The findings underscore the necessity for comprehensive implementation of inclusive educational practices in and out of school to empower SWPI. To promote equal educational opportunities for all students in Ambo Town, it is essential to ensure the effective execution of inclusive policies and to provide capacity-building for SWPI, their families, and schools.