VIDBE-Q 2025 Volume 70 Issue 4
students with visual impairments, highlighting the interplay between barriers and
facilitators in shaping participation.
The analysis of students' experiences revealed their physical presence in
physical education classes, although this varied across contexts. Despite the
availability of some adapted equipment (like different color of balls), participants'
accounts suggest that adaptations are not always adequate or personalized to
individual needs. Additionally, the inconsistent presence of support staff highlights
schools' decisions not to provide additional and systematic support in PE.
Consequently, students' participation may be constrained both by insufficiently
adapted equipment or environments and by a lack of support.
Discussion
The analysis of the youths' experiences was framed around the pillars of the
LHAND law and the most salient themes emerging from the interviews. These
included physical participation, which varied in duration depending on whether the
context was inclusive or a special school; the presence of certain adaptations,
which appeared partial and were not consistently tailored to individual needs;
environmental barriers in the classroom; and the partial provision of support to
students during physical education lessons in specialized settings, which was
generally absent in inclusive contexts. Based on the experiences of six students
with VI a window of understanding of the broader context is illuminated. This
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