VIDBE-Q 2025 Volume 70 Issue 4
practice, as well as explicit instruction and practice of foundational concepts and
skills, verbal directions, visual demonstrations and physical guidance (Lieberman
et al., 2019).
Obstacles
The analysis of experiences in PE revealed that students with VI could face
environmental obstacles within the inclusive setting (i.e, spatial awareness, judging
distances and lack of equipment). These challenges are recognized as frequent
barriers to access to physical activity (Haegele et al., 2021; Linsenbigler et al.,
2018). Nevertheless, they can be addressed through targeted instructional strategies
(e.g., orientation and mobility training) and straightforward environmental
modifications, such as modification of lighting (increase or decrease); tactile
demarcation (i.e. use of carpet or mats with different surface); visual demarcation
(i.e., tape with different colors on the floor or on the wall); auditory cues or use of
a tactile board to explain the environment, the area of an activity or space
(Lieberman et al., 2019; Lieberman et al., 2025).
Unequal presence of Support
The experiences of students suggested that support varies across contexts,
often resulting in the absence of support personnel in inclusive settings. Despite the
existence of Swiss legislation promoting inclusion in all compulsory area
(LHAND), resources do not appear to be allocated in PE or for any paraeducator to
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