VIDBE-Q 2025 Volume 70 Issue 4
Developing and maintaining an active lifestyle is crucial for young adults
with vision impairments because it addresses both immediate health and lifelong
well-being. Research consistently shows that individuals with visual impairments
are at greater risk for physical inactivity and its associated health problems, such as
obesity, cardiovascular disease, and reduced muscular strength (Haegele &
Porretta, 2015; Holbrook et al., 2009). Physical activity, however, not only
supports physical health but also improves self-esteem, independence, and social
integration among youth with vision loss (Lieberman et al., 2010; West et al.,
2015). Studies have shown that when young people with vision impairments are
equipped with the skills, confidence, and motivation to be active, they are better
able to participate fully in community life and experience greater life satisfaction
(Shapiro & Martin, 2010).
At the Bridges School, a secondary school within the Utah Schools for the
Deaf and the Blind, students with blindness, low vision, or deafblindness are
empowered to build active lifestyles that foster thriving futures. The school's
mission is to provide rigorous and effective 21st-century learning experiences,
ensuring every student graduates ready to thrive in the dynamic world beyond
secondary school. This mission is realized through a Personalized, Competency-
Based Learning (PCBL) approach, as outlined by the Utah State Board of
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