Division on Visual Impairments

VIDBE-Q 2025 Volume 70 Issue 4 Embedding the ECC in Physical Education and Recreation: Key Practices from the Bridges School Model Inclusive and Accessible Practices: Activities are universally designed and students are taught to identify and advocate for their own accommodations. Adapt activities and environments for accessibility; teach use of assistive technology and sensory skills; coach self-advocacy. Sensory Efficiency (Visual, Auditory, Tactile function), Assistive Technology (Access to information, Communication), Self- Determination (Self- advocacy), Compensatory Skills 67

• Cover Page
• 2026 Pre-Conference DVIDB
• Message from the Guest Editors
• Vision Impaired, Orientation & Mobility Specialists, and AT Specialists Recruiting
• The Importance of Active Lifestyles for Young Adults with Vision Impairments: Implementation at the Bridges School
• APH ConnectCenter
• Physical Activity and Motor Competence in Youth with Deafblindness: A Call to Action
• DVIDB Webinar
• VIDBE-Q 70.4 Fall 2025 (4)
• Motivation for Physical Activity Participation Among Youth with Visual Impairments
• AER
• Judo for Children and Young People with Visual Impairments and Blindness
• VIDBE-Q Convention Issue 2026
• From Research to Practice: MOVE AS YOU ARE (Erasmus+) — A Two‑Hour School‑Based Proposal Play and Motor Fairy Tales for
• Table of Contents
• President’s Message
• “Dark-colored balls are more visible to me”: Experiences of Physical Education among students with visual impairment in Switzerland
• Accessibilty in Transition, LLC. & Drexel University
• Camp Abilities Four Corners: Cultural Respect in Action
• DVIDB on Facebook