VIDBE-Q 2026 Volume 71 Issue 3
skills can be implemented in fun activities and lead to the development of sport
and recreational physical activity skills. Successful attainment of fundamental
movement patterns provides the building blocks for more complex skills such
as goalball or soccer skills. Functional movement skills that are relevant to the
individual student's interest and preferences directly contribute to an increase in
confidence and independence, while also making their development of motor
skills and participation in physical activity a priority in programming for
students with deafblindness (Haibach-Beach
et al., 2019).
The curriculum should provide various activities that can address
balance, motor skills, and fitness delays that students with deafblindness may
exhibit (Hartman et al., 2011). It is important to provide students with ample
opportunities for practice and trials to improve understanding, expectations, and
critical elements of the skill (Alshahrany, 2021). Balance and postural exercises
and activities can assist students who have sensorineural hearing loss or have
vestibular impact. These activities could include the use of balance boards,
inflatable discs, foam squares, balance beams, wavy and sponge mattresses,
exercise balls, and steppingstones to increase strength and endurance related to
maintaining balance. More advance balance activities involve performing various
exercises on one leg or in different poses, such as performing a single-leg deadlift
or airplane pose. Another area is social emotion learning which can be provided
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