Abstract:
This study aimed at clarifying sports activities participation and barriers faced by learners with physical disabilities in schools of Rusizi District. It used Descriptive research design. The sample was made of 99 learners without physical disabilities, 29 LWPD, 7 patrons of sports and 7 school leaders; all participants were 142 from the 5 sectors of Rusizi District in 7 schools. Target
population was made of 7804 populations. The sample was drawn using non-probability sampling techniques, specifically convenience and purposive sampling; probability sapling techniques used were stratified sampling, simple random sampling techniques as well as the use of scientific calculation with Yamane's formula. The data were collected using questionnaire and
interview guide. They were analyzed using Excel package version 2016. The results of the study clarified that there are different sports activities played at the school’s playgrounds or nearer playgrounds such as adapted football, basketball, rugby, volleyball; athletics activities and gymnastic activities. Unlikely, the students with mobility difficulties’ level of participation in sports activities was insufficient due to different challenges they face. The study identified barriers faced by learners with Physical disabilities such as lack of sports skills to adaptation, no modification and accommodation, negative attitudinal barriers; lack of physical disabilities
awareness, knowledge about disability inclusion and disability itself as well as lack of financial
assistance, scarcity or lack of assistive devices and no skilled persons in using the available assistive tools. Through Pearson correlation, barriers faced by students with physical disabilities are the main causes of nonparticipation in sports activities for the children with mobility difficulties. So, the author recommended the students to select the students with physical
disabilities to be members of team players where it is possible and students with physical disabilities were called to show up their eagerness to be integrated in team players. School leaders and sports patrons were recommended to make renovation and modification of school playgrounds, and other tools for accommodating learners with mobility difficulties, while REB and MINEDUC were called upon training school sports patrons and school leaders about inclusive sports activities and provide assistive devices for learners with physical impairment to make them feel included in school sports activities.
