VIDBE-Q 2025 Volume 70 Issue 4
Monitoring, Safety, and Tools for Adoption
To document inclusion and progress toward autonomy, substitute generic
activity metrics with the LIRSPE‑Brief (Lieberman–Brian Inclusion Rating Scale
for Physical Education), a short lesson‑observation instrument aligned with the
Camp Abilities/Gross Motor Development Curriculum for Children with Visual
Impairments tradition (Lieberman et al., 2017).
Suggested LIRSPE‑Brief items for each lesson: (1) warm‑up with peers; (2)
adapted speed/organization for safe participation (no crowded sprints); (3)
differentiated instruction with tactile modeling when needed; (4) effective use of
peer tutors/paraeducators (as facilitators, not substitutes for peers); (5) no
elimination / minimal waiting lines; (6) variety of equipment (e.g., sound balls,
tactile spots); (7) favorable auditory/visual environment (reduced clutter/noise); (8)
final check for understanding (students can state when to use SPACE CHECK /
READY‑GO / SLOW / STOP). A brief observation tool adapted from the LIRSPE
is provided in Table 3.
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