VIDBE-Q 2025 Volume 70 Issue 4
interests I have to
determine how it fits in
my life.
interests that fits my
needs and preferences.
I can describe & explore
various types of fitness
(cardio, strength, HIIT,
etc.).
I can identify my
preferences for fitness
opportunities.
I can identify fitness
opportunities for all
seasons, conditions with
some assistance.
I can execute a plan
for fitness
opportunities for all
seasons and
conditions.
I can describe preferred
leisure activities by myself
and with a group.
I can plan weekly leisure
activities with support and
thoughtfully reflect on
how well these activities
meet my personal needs
and interests.
I can plan weekly leisure
time activities and
consider the logistics
(location, time,
transportation, budget,
assistance needed).
I will take the lead
consistently to plan for
my weekly leisure
activities.
I can describe my
preferred sports &
recreation activities.
I can use the I Can Play
worksheet to help
determine my sports
accommodations.
I can communicate my
personal preferences and
accommodations within
recreation & sports.
I will be active in my
chosen recreation &
sports activities and
consistently use my
accommodations and
preferences.
Conclusion
To effectively replicate the Bridges model in physical education and
recreation/leisure instruction, it is essential for educators to intentionally embed
ECC skills throughout both classroom and residential life environments at schools
for the blind. Central to this model is the treatment of students as equitable partners
in the learning process. This includes providing regular opportunities for self-
reflection, advocacy, and personalized goal setting, empowering students to take
ownership of their learning and growth. Transparent and clearly defined staff roles
support students in understanding their responsibilities and in transferring skills
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