# “We Just Improvise”: Exploring Teachers’ Perspectives on Sport Participation for Learners with Intellectual Disabilities in Rural South Africa

## TL;DR

This study explores how learners with intellectual disabilities in rural South Africa participate in school sports and the challenges teachers face in supporting them.

## Contribution

The study provides new insights into teachers' perspectives on inclusive sports participation for learners with IDs in under-resourced rural schools.

## Key findings

- All schools offered weekly sports activities, but participation was hindered by inadequate resources.
- Teachers emphasized the social, physical, and psychological benefits of sports for learners with IDs.
- Barriers included lack of adapted equipment, poor facilities, and limited family support.

## Abstract

Background: Participation in sports offers children with intellectual disabilities (IDs) crucial opportunities for development. However, they often face barriers to inclusion in school-based sports, especially in under-resourced areas. This study aimed to (1) assess the level of participation in school sports among learners with IDs, and (2) explore teachers’ perceptions of the benefits and barriers to such participation in special schools within the Vhembe District of South Africa. Methods: A qualitative, descriptive research design was employed. Face-to-face semi-structured interviews were conducted with 20 teachers from four special schools. Thematic analysis helped identify key themes and interpret responses. Results: All schools offered weekly sports activities, as required by the Department of Education. Teachers viewed sports as vital for social interaction, physical fitness, and psychological well-being. However, barriers such as insufficient adapted equipment, inadequate facilities, and limited family support hindered meaningful participation, particularly for learners with profound disabilities. Conclusions: School sports have the potential to transform the lives of learners with IDs, but systemic barriers restrict access. Increased investment in inclusive infrastructure, adaptive equipment, teacher training, and community awareness is essential to align policy with practice in special education.