Invisible on the field: Experiences of students with visual impairment in physical education in Nepal

Abstract

This article aims to explore the experiences of inclusion and exclusion of students with visual impairment (VI) during physical education (PE) in Nepal. The study used a qualitative research methodology. Twenty-two students with VI from three integrated schools were purposefully selected; 18 of them participated in in-depth interviews, and four participated in a focus group discussion (FGD). All the interviews and the FGD were recorded, transcribed, and subjected to reflexive thematic analysis. Three themes were constructed, illustrating the participants’ lived experiences in integrated PE classes: (a) being neglected by teachers, (b) emotional burden of being excluded, and (c) internalized ableism. This study revealed that students with VI often felt excluded from participating in the same activities as their sighted peers. Repeated experiences of exclusion made students feel inadequate. Moreover, students expressed regret over their impairment and sadness over being left out, which resulted in internalized ableism and giving up any expectations for future participation in physical activities. These findings underscore the need for more specialized training and awareness among PE teachers to better equip them to accommodate their classes for students with VI.