VIDBE-Q 2025 Volume 70 Issue 3
their insights can offer practical and meaningful contributions to our understanding
of learning and development. In addition, historically, research has often excluded
the voices of individuals with disabilities (Cameron, 2014). However, with
growing recognition of disability studies and the social model of disability,
incorporating the lived experiences of people with disabilities has gained
increasing recognition as important for reducing barriers and creating more
inclusive environments. This study seeks to address this gap by directly engaging
individuals with visual impairments and highlighting their experiences.
Objectives
The objectives of this research were twofold. First, it aimed to investigate
the childhood play experiences of adults with visual impairments in Japan, India,
Germany, and the U.S. who demonstrated both passion and proficiency in STEM
fields. Second, it sought to identify key features of these childhood play
experiences and the specific toys mentioned, in order to provide insights into how
these toys may have supported the development of spatial and STEM-related
access skills.
The research questions addressed in this study were:
• What were the participants' favorite toys and games, and were there any
common characteristics among them?
• What types of play were initiated, and were there any specific
