VIDBE-Q 2025 Volume 70 Issue 4
criteria, revealing a serious lack of research in this population. Findings highlight
concerning differences in motor skills and balance between children with
deafblindness and their peers without sensory impairments. For example, young
children with deafblindness learn to walk significantly later than their peers
without sensory impairments. Contributing factors include limited opportunities for
physical activity and sports, reduced confidence and motivation, and
environmental barriers. Support, encouragement, and modified equipment may
foster participation and improve outcomes. Early exposure to physical activity
could enhance motor skills, balance, and promote lifelong active lifestyles. Of
particular concern is the scarcity of research addressing this population. Future
studies should target cognitive and sensory integration, early intervention,
developmental support, social and peer interaction, educational strategies,
professional and caregiver training, and accessibility. Addressing these areas,
alongside motivation and support, can significantly improve motor competence
and balance in children and youth with deafblindness.
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