VIDBE-Q 2025 Volume 70 Issue 4
changing the color wouldn't make a difference, because even if I see better with a
certain color, if I see it double, I wouldn't know which one to choose" (P1).
Obstacles: "It becomes more complicated for me when there is distance
involved"
Through their experiences, students with VI reported different obstacles in the
PE classroom, notably, the environmental obstacles in inclusive setting "There are
some things that are a little more difficult for me than for others, especially when it
comes to spatial awareness. I have trouble judging distances, whether something is
far or near. So, it becomes more complicated for me when there is distance
involved" (P1). Across both inclusive and special school settings, ball games were
perceived as barriers to participation in physical education. Participants reported
varying enjoyment and perceived competence in ball-related sports. Some found
these activities less appealing due to the challenges they posed. For example, one
student noted, "I don't like soccer as much" (P1), while another commented, "Ball
games are more difficult for me" (P3). Another participant added, "I don't like
basketball as much" (P5).
Unequal presence of support: "No, my special education teacher does not
come to PE classes"
Despite following the same curriculum and operating under the same legal
framework, the two school contexts (inclusive vs special school) seems to provide
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