scholarly journals The Influence of Instructional Adaptation based on Ecological Assessment on Engagement Behaviors of Students with Visual Impairment and Other Disabilities in Physical Education Instruction

2015 ◽  
Vol 23 (2) ◽  
pp. 73-84 ◽  
Author(s):  
김윤주 ◽  
Inkyung Lee
Keyword(s):  
Physical Education ◽  
Visual Impairment ◽  
Ecological Assessment ◽  
Instructional Adaptation

Physical Education and Visual Impairment: Collaborative Communication for Effective Inclusion

2015 ◽  
Vol 109 (3) ◽  
pp. 231-237 ◽  
Author(s):  
Mey van Munster ◽  
Erin Weaver ◽  
Lauren Lieberman ◽  
Katrina Arndt
Keyword(s):  
Physical Education ◽  
Visual Impairment ◽  
Collaborative Communication ◽  
Effective Inclusion

Understanding the Inclusiveness of Integrated Physical Education From the Perspectives of Adults With Visual Impairments

2020 ◽  
Vol 37 (2) ◽  
pp. 141-159 ◽  
Author(s):  
Justin A. Haegele ◽  
Samuel R. Hodge ◽  
Xihe Zhu ◽  
Steven K. Holland ◽  
Wesley J. Wilson
Keyword(s):  
Physical Education ◽  
Visual Impairment ◽  
Thematic Analysis ◽  
Sense Of Belonging ◽  
Visual Impairments ◽  
Qualitative Description ◽  
Data Sources ◽  
Research Approach ◽  
Telephone Interviews ◽  
Perceived Importance

The purpose of this study was to examine the perspectives of individuals with visual impairment toward inclusion and the inclusiveness of their integrated physical education experiences. A retrospective, qualitative-description research approach was used, and 10 adults (age 20–35 years) with visual impairments acted as the participants. The data sources included one-on-one telephone interviews and reflective interview notes. A theoretical thematic analysis approach was used to analyze the data. Three interrelated themes were identified: “I always felt like a misfit”: a missing sense of belonging, acceptance, and value; “I felt very excluded, very pushed to the side”: lack of access to activity participation; and “Even though it sucked, I do agree with it”: preference for integrated settings. Collectively, the participants recalled that experiencing feelings of inclusion during physical education were rare. Despite this, they expressed a perceived importance of being integrated in contexts with their peers.

scholarly journals ATTITUDES AND SELF-EFFICACY OF TEACHERS TOWARD INCLUSION OF CHILDREN WITH VISUAL IMPAIRMENT IN MOTOR EDUCATION

2020 ◽  
Vol 17 ◽  
Author(s):  
Galena Terzieva
Keyword(s):  
Physical Education ◽  
Visual Impairment ◽  
Self Efficacy ◽  
Primary Teachers ◽  
Education Majors ◽  
Attitudes Toward Teaching ◽  
School Pedagogy ◽  
Teacher Education Majors ◽  
General Physical ◽  
General Physical Education

The aim of the study is to analyze the attitudes and self-efficacy of current and future preschool and primary teachers for the inclusion of children with various disabilities in general physical education classes. This article presents the results related to children with visual impairments. The study covers a contingent of 723 people – 240 preschool teachers, 143 primary teachers and 340 students graduating in “Preschool and primary school pedagogy”. The main method of research is the questionnaire. Participants filled in modified and adapted versions of two questionnaires: “Attitudes toward Teaching Individuals with Physical Disabilities in Physical Education – ATIPDPE” by Kudlachek and “Self-Efficacy Scale for Physical Education of Teacher Education Majors toward Inclusion – SE-PETE-D” by Blok. The results show that the respondents have relatively positive inclusive attitudes and are rather confident in their ability to include a child with a visual impairment in inclusive physical education.

The Performance of Visually Impaired Youngsters in Physical Education Activities: Implications for Mainstreaming

1985 ◽  
Vol 2 (4) ◽  
pp. 292-299 ◽  
Author(s):  
Joseph P. Winnick
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Visual Impairment ◽  
Visually Impaired ◽  
Parental Attitudes ◽  
Relative Performance ◽  
Activity Type ◽  
Education Programs ◽  
Type Method

The relative performance of individuals with visual handicapping conditions in physical education is directly or indirectly associated with severity of visual impairment, gender, age, activity type, method of ambulation, and parental attitudes. Each of these influences success, extent, and/or nature of participation in physical activity, which in turn results in characteristics, limitations, abilities, and needs that must be considered in order to effectively implement physical education programs in mainstreamed settings. Several implications for mainstreaming based on research pertaining to these factors are presented.

Sport summer camp for children and youth with visual impairment: Descriptive case study of Camp Abilities

2017 ◽  
Vol 35 (2) ◽  
pp. 154-164 ◽  
Author(s):  
Otávio LPC Furtado ◽  
Lauren J Lieberman ◽  
Gustavo L Gutierrez
Keyword(s):  
Physical Education ◽  
Visual Impairment ◽  
Summer Camp ◽  
Children And Youth ◽  
Descriptive Case Study ◽  
University Campuses ◽  
Operational Characteristics ◽  
Multiple Case ◽  
Diverse Groups

The purpose of this study was to describe the operational characteristics of Camp Abilities, an educational sports summer camp for children and youth with visual impairment. In this descriptive multiple case study, the data collected comprises interviews with seven adapted physical education faculty members, questionnaire, and document analysis. Camps were often run at university campuses, where undergraduate and graduate physical education students perform the role of instructing campers and eventually helping in the camp organizing process. These camps include a minimum of 30 to more than 120 participants (i.e. directors, campers, coaches, and specialist) each session, lasting from 4 to 7 days. In this scenario, although each camp has particular features, camps’ purposes, participants, activities, and schedules are very similar, showing that this is a feasible and reproducible approach, which can provide enriching opportunities for diverse groups.

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