Assessment of Physical and Health Education Teachers’ Knowledge of Students with Disabilities in Niger State Schools

Inclusive physical education requires teachers to possess adequate knowledge of the needs, capabilities, and appropriate instructional modifications for students with physical, sensory, and intellectual disabilities. This study assesses the knowledge level of physical and health education teachers regarding students with disabilities and their inclusion in physical education activities in secondary schools in Niger State, North Central Nigeria. A descriptive survey design was employed, with 180 physical education teachers from 24 secondary schools, including both mainstream and special education institutions, completing a validated knowledge assessment questionnaire. Knowledge domains assessed include understanding of disability categories, adapted physical education principles, instructional modification strategies, legal rights of students with disabilities, and referral and support resources. Findings indicate that overall knowledge scores are moderate, with greater understanding of physical disability compared to sensory and intellectual disability categories. Knowledge of adapted physical education strategies is significantly lower than general disability awareness across all respondent categories. Only 19 percent of teachers report having received formal training in adapted physical education during initial teacher education. Male teachers and those with postgraduate qualifications demonstrate higher knowledge scores. Recommendations include incorporating adapted physical education as a mandatory component of all physical education teacher education programmes, providing in-service training for practising teachers, developing adapted physical education resource guides, and advocating for specialist adapted physical education positions in inclusive secondary schools. Keywords: adapted physical education, disability, teacher knowledge, Niger State, inclusion