VIDBE-Q 2025 Volume 70 Issue 4
socialization, providing ample opportunities for connection, camaraderie,
teamwork, and mutual joy.
Yet, regardless of these advantages, individuals with visual impairment and
deafblindness are found to be less prone to participate in routine physical activity.
The reasons are multifaceted ranging from participants, teachers, and caregivers
fear of injury, lack of transportation, limited access to necessary equipment, and
lack of inclusive programming. For those who are deafblind, these challenges are
multiplied by communication barriers and the need for very individualized support.
Reimagining Access and Advocacy
To address these inequalities, we as professionals must reimagine sport and
physical activity through the of universal design for learning approach, and with
the dignity of risk of every participant in mind. The editors of this feature
highlight, the fact that individuals with visual impairments deserve the right to
select their level of engagement and the amount of risk to take in physical
activities, equal to their sighted peers. Consequently, we are creating environments
where self-advocacy is consistently taught, accommodations are normalized, and
expectations for every student are high.
Inclusive physical education, sport, physical activity and recreation are not
just about adapting games—these essential activities are about changing mindsets.
They necessitate collaboration among the multidisciplinary team, families,
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