Stepping, Striving and Rising: Classroom Experiences of SHS Learners with Orthopedic Special Needs in Physical Education

Abstract

This study explored the classroom experiences of senior high school learners with orthopedic special needs in Physical Education (PE) at Burauen Comprehensive National High School, Leyte. Using a phenomenological research design, the study focused on understanding the barriers these learners encountered, the strategies they employed to participate effectively, and factors that influenced their engagement in PE activities. Through purposive sampling, in-depth interviews were conducted with Grades 11 and 12 learners who manifested orthopedic conditions affecting mobility. Data were analyzed using Colaizzi’s method to identify significant themes related to participation and inclusion. The findings revealed that learners faced physical limitations, inaccessible facilities, and lack of adaptive equipment, which constrained their full engagement in PE. Social inclusion challenges, such as peer bias and limited collaborative opportunities, further affected learners’ confidence and participation. Despite these barriers, learners employed coping strategies including requesting activity modifications, collaborating with classmates, practicing independently, and seeking encouragement from teachers. Recognition and positive feedback from peers and educators enhanced motivation and sustained participation. The study highlights the critical role of adaptive PE practices, teacher training, peer support, and accessible facilities in fostering inclusive education. Hence, by supporting learners with orthopedic special needs, the research aligns with Sustainable Development Goal 4, which advocates for inclusive and equitable quality education for all. The findings suggest that inclusive PE requires deliberate strategies to empower every student, enabling meaningful participation, skill development, and holistic growth, thereby bridging policy and practice in the Philippine educational context.