VIDBE-Q 2026 Volume 71 Issue 3
adults who were deafblind were not satisfied with their current level of physical
activity (Lieberman & Stuart, 2002).
Principles for Effective Programming
Programming needs to be highly individualized for each student with
deafblindness. A priority for educators and service providers must be to fully
understand the students' needs, preferences, strengths, and areas that need support
(Correa-Torres et al., 2021). Building an effective strength-based approach to
physical activity and their education can build on current abilities while increase
self-confidence and willingness to participate and engage in physical movement
activities. Utilizing proper instructional strategies and adaptations will increase
access and success of students with deafblindness motor performance. Maintaining
high expectations and continuously monitoring progress is critical for effective
programming.
Presuming Competence
The principle of presuming competence serves as the foundation for all
educational programming for students with deafblindness. Students with
blindness, visual impairments, or deafblindness often face undue limitations
due to low expectations and systemic barriers (Masuku et al., 2024). Presuming
competence challenges these assumptions by recognizing that every student is
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