Abstract
<title>Abstract</title> <p>Background Participation in physical activities is fundamental to children's holistic development, yet students with special needs often face barriers to involvement. In Ethiopia, children with sensory impairments are educated in special schools, but little is known about physical education delivery in these settings. A critical challenge is the acute shortage of trained manpower in adapted physical education, with most special schools employing only one PE teacher. Purpose This qualitative case study explored teachers' responsiveness in physical activities for students with special needs in two Ethiopian special schools: Shashemene School for the Blind and Hosanna School for the Deaf. Methods Two PE teachers (one from each school) participated in semi-structured interviews. Focus group discussions were conducted with seven students and one principal from each school. Data were analyzed thematically with cross-case analysis. Findings: Four themes emerged: (1) improving social skills; (2) assisting students' learning needs; (3) student interest and satisfaction; and (4) physical capability and well-being. However, teacher shortage was a critical challenge. Both schools employed only one PE teacher, responsible for all students and grades. Teachers reported overwhelming workloads, limited individualization, and a lack of formal training. Despite constraints, teachers demonstrated positive responsiveness—verbal instruction and physical contact for visually impaired students, and sign language with visual demonstration for hearing impaired students. Conclusion Teacher responsiveness is critical for successful physical education for students with sensory impairments. However, the acute shortage of trained manpower severely constrains quality. The study underscores the urgent need for adapted physical education specialist training, increased staffing, appropriate equipment, and curriculum integration in Ethiopian special schools.</p>