RUAHA CATHOLIC UNIVERSITY

This study investigated the challenges posed by school infrastructure on the learning of students with physical disabilities in public secondary schools in Iringa Municipality. The study used qualitative research approach, and cross-sectional research design. The target population was students with physical disabilities, teachers and the heads of schools. The sample comprised 26 participants; 8 teachers 2 heads of school and 16 students with various physical disabilities such as musculoskeletal, wheelchair users, creeping, clipped hands, and one-legged., selected using criterion purposively sampling technique. The data were analyzed qualitatively revealing themes and categories of description. The findings revealed that students with physical disabilities encountered various learning challenges in the course of interacting with the school infrastructure which included: reduced movement within and outside classrooms and reduced access to quality education. In addition, the study found limited social and academic interactions causing them to have persistent social isolation and poor peer interaction thus, limiting their opportunity to fully engage in extra-curricular participation. Based on these findings, the study concludes that students with physical disabilities are not learning adequately as required due the prevalence of unsupportive learning school environment. Thus, the study recommends that the government should strive hard to improve the school infrastructure in order to make secondary schools conducive for students with physical disabilities to learn.

education, disability, learning challenges, school infrastructure, physical disabilities