The main purpose of this study was to explore the practices and challenges of teaching and assessing students with visual impairment in practical class in six selected comprehensive secondary schools in West Gojjam Zone. To put this in to effect, descriptive survey design was used. To collect data 25 visually impaired students and 34 PE teachers were selected comprehensively from the six educational settings. In addition, school principals and visual peer were also used as a source of data. Convenience and purposive sampling strategies were used to select the sample schools and the visual peer participants respectively. Afler the data were collected using questionnaire , interview , observation and document analysis, the analysis was conducted both quantitatively and qualitatively .. That is, some of the data obtained by questionnaire items were analyzed quantitatively using frequency ,percentage, mean, standard deviation and one sample test. The data gained via open ended questions , interview, observation and document analysis were also analyzed thematically alongside the quantitative data. After the data analysis, the results indicated that the formal practice of teaching and assessing students with visual impairment in PE practical class was very low as there are different constraints that hinder it like lack of in-service training opportunities for the main actors of the program, scarcity of basic facilities and equipment , lack of positive attitudes of different concerned bodies towards visually.impaired students and lack of consistent support and motivation from different stakeholders from top to down in the challenges of teaching visually impaired students in practical class side. Whereas, poor previous experiences of visually impaired students on practical tests, visually impaired students fepr of injuries while physical exercises and lack of PE teachers' wiilingness to take risk in the assessment side. The literature in the field suggests that visually impaired students involvement in practical class of PE can be facilitated through the constructive support and motivation of trained PE teachers. However, this research highlights ~ there is insufficient support and encouragement given to students with visual impairment due to PE teachers' lack of in-service trainings about how to run inclusive PE practical classes. And finally "based on the findings of the study, some possible suggestions were recommended to responsible bodies. For example, PE teachers should get in-service training about how to adapt physical exercises so that they can foster effective inclusive PE practical classes

A THESIS SUBMITTED TO ~ SPORT ACADEMY,BAHIR DAR UNIVERSITY, IN PARTIAL FULFILLMENT O~ THE REQUIREMENTS FOR THE DEGREE OF , ... MASTER OF EDUCATION SUMMER PROGRAM