VIDBE-Q 2025 Volume 70 Issue 4
Children with dual-sensory impairments typically have fewer chances to
participate in physical activity due to various barriers. Some of these barriers
include a lack of knowledge by teachers and staff and inappropriate equipment
(Lieberman et al., 2013). Some of the barriers to exercising can be reduced with
increased support and advocacy of parents or caregivers for their child's physical
education and motor development. Interviews conducted at Camp Abilities, a one-
week physical activity camp, revealed the importance of allowing a child with
deafblindness to be comfortable before and during physical activity (Arndt et al.,
2005). The children stated that having time to familiarize themselves with the
equipment before use was beneficial (e.g. preteaching; Lieberman et al., 2013).
While youth without disabilities can use their eyes to visually process equipment
before using the equipment, children with deafblindness might rely on tactile
senses to gain an understanding of the equipment.
In a study assessing balance, participants with CHARGE syndrome reported
on the Activities-specific Balance Confidence (ABC) Scale as having low
confidence in their balance. However, when comparing the different balance tests,
the children had the most confidence in tests that used familiar areas. Walking
around the house was reported as the most confident skill tested for the group
(Haibach & Lieberman, 2013). The children from camp abilities also stated that
having a family member or caretaker with them during physical activity is
106
