VIDBE-Q 2025 Volume 70 Issue 4
students with VI in PE in Switzerland remain unexplored. The present study aims
to address this gap by examining the experiences of students with VI in
Switzerland in both PE and recreational activity. This study adopts a qualitative
descriptive design. Participants were recruited during a summer camp specialized
for youth with VI. Data were collected with semi-structured interviews with
students with six students with VI via video-conferencing (mean age: 10.6 years
old). The interviews were transcribed and analyzed using the reflexive thematic
analysis method. Findings revealed five interrelated themes to depict the
experiences namely, 1) Physical and unequal participation in PE; 2) Adaptations of
equipment; 3) Obstacles; 4) Inconsistent presence of support and 5) Facilitators.
Analysis of the experiences suggests that inclusion in PE is implemented partially
in this context. This may result from a flexible legal framework and the broad
autonomy granted to schools under the LHAND Act. The findings underscore the
need for clearer guidance and consistency in applying the law across all subjects to
prevent certain domains from being overlooked or underprioritized.
Key words: inclusion, physical education, special education, visual
impairment
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