Breaking barriers: Exploring attitudinal and physical exclusion of students with disabilities in physical education in higher education

This study explores the physical and attitudinal barriers that hinder the participation of students with disabilities in physical education (PE) activities in a tertiary educational institution in Ghana. Grounded in the Social Model of Disability (SMD) and Critical Disability Theory (CDT), the research adopted
the qualitative case study design to examine how societal attitudes, institutional norms, and environmental constraints limit the inclusion of students with disabilities in PE settings. Data was collected through semi-structured interviews and non-participant observations involving 10 students with disabilities, 3 administrators, and 2 PE instructors. Thematic analysis revealed key challenges such as inaccessible sports facilities, lack of adaptive equipment, low teacher preparedness for inclusive instruction, and pervasive stereotypes that
marginalize students with disabilities. These barriers not only impede physical participation but also affect the emotional well-being, academic engagement, and social integration of students. Findings highlight the disconnect between inclusive education policies and actual implementation in PE programmes in a public
university. The study recommends the development of inclusive PE curricula, infrastructural improvements, disability awareness training for staff and students, and stronger policy enforcement to ensure equitable participation for all students. This study offers a context-specific framework for aligning policy and practice in
inclusive PE in Ghanaian higher education.