scholarly journals The Effects on Continuous Instructional Adaptation based on Ecological Assessment on Activity Level of Students with Visual Impairment and Other Disabilities in Physical Education Activity

2015 ◽  
Vol 22 (1) ◽  
pp. 28-51 ◽  
Author(s):  
김윤주 ◽  
Inkyung Lee
Keyword(s):  
Physical Education ◽  
Visual Impairment ◽  
Ecological Assessment ◽  
Activity Level ◽  
Education Activity ◽  
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.

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