Analysis of Current Learning Reality of Students with Physical Disabilities in Nepal
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Purpose: The government of Nepal has been striving to provide equal rights, access and opportunities to the disabled students in education, health, and employment sector for a long time. However, such attempts have not been effective, sufficient, and suitable until the date. In this regard, the main purpose of this study was to analyze the current learning reality of students with physical disabilities especially in Nepalese context. Method: The study was based on interpretative paradigm followed by qualitative research design. Both head-teachers and teachers (four head-teachers and eight teachers) were selected, as core respondents of the study from four schools (two integrated and two special schools) by using purposive sampling method. In-depth interview and document analysis were used as prominent tools for data collection, which was an open and exploratory in nature. Results: The results of the study indicated that students with physical disabilities did not have proper access to curriculum, most of the students are taught in integrated school with normal students, and classroom instruction was not suitable and effective. In addition, lack of disabled friendly environment, negligence in diversity management, low use of assistive technology and lack of transition planning, which adversely affected physically disabled student’s learning achievement. Conclusion: Therefore, this study offers proper policy provision to ensure the educational rights of the students with physical disabilities by solving these problems.
Abstract
Purpose: The government of Nepal has been striving to provide equal rights, access and opportunities to the disabled students in education, health, and employment sector for a long time. However, such attempts have not been effective, sufficient, and suitable until the date. In this regard, the main purpose of this study was to analyze the current learning reality of students with physical disabilities especially in Nepalese context. Method: The study was based on interpretative paradigm followed by qualitative research design. Both head-teachers and teachers (four head-teachers and eight teachers) were selected, as core respondents of the study from four schools (two integrated and two special schools) by using purposive sampling method. In-depth interview and document analysis were used as prominent tools for data collection, which was an open and exploratory in nature. Results: The results of the study indicated that students with physical disabilities did not have proper access to curriculum, most of the students are taught in integrated school with normal students, and classroom instruction was not suitable and effective. In addition, lack of disabled friendly environment, negligence in diversity management, low use of assistive technology and lack of transition planning, which adversely affected physically disabled student’s learning achievement. Conclusion: Therefore, this study offers proper policy provision to ensure the educational rights of the students with physical disabilities by solving these problems.
참고문헌 (34)
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