Ableist imaginaries and silent exclusions: parents’ perspectives of inclusive physical education for students with visual impairments in Nepal

Parents’ perspectives on inclusive education have gained increasing attention within educational research globally. However, little is known about how parents perceive the inclusion of students with visual impairments (VI) in physical education (PE) within integrated school settings. This study explores how parents of students with VI perceive and experience PE in integrated educational settings in Nepal. A qualitative research design was used, employing in-depth interviews with nine parents. The participants were selected via three integrated schools in Bagmati and Lumbini provinces. The interviews were analyzed using reflexive thematic analysis. The analysis generated three themes, interpreted through critical disability theory: (a) ableist imagination of PE, (b) exclusion acceptance, silenced by gratitude, and (c) academic primacy and segregated physical education. The findings suggest that parents’ perceptions appear to be influenced by ableist norms, structural constraints, and limited socio-economic opportunities. The study further reveals that parents of children with VI often accept their children's exclusion from PE practical classes and remain silent rather than challenging exclusionary practices. Addressing this requires moving beyond integration toward inclusive PE practices that challenge ableist assumptions, promote structural and pedagogical adaptation, and engage parents as active partners.