VIDBE-Q 2026 Volume 71 Issue 3
students with deafblindness often feel isolated and excluded because of issues
with accessing communication and language (Dyzel et al., 2020). Taking the
opportunity to learn students' communicative intents and analyze those
intentions in different interactional situations can lead to more successful
communication exchanges and increase positive integration within the
environment (Janssen et al., 2003; Lane et al., 2020). Development of common
language systems is imperative to giving access to physical activities for
students who are deafblind. Information specific on how each student
communicates both expressively and receptively is needed to develop a
supportive learning environment. Students with deafblindness should be able to
identify people and objects within physical activity and provided choice
opportunities. Building meaningful language using actual objects can assist
with connecting objects or equipment to specific movement task.
Best Practices for Successful Movement Experiences
Effective physical education programming for students with
deafblindness relies on four core best practices: anticipation/pre-teaching,
physical guidance, confirmation, and adapted equipment and modification. These
interconnected strategies create a supportive learning environment that
maximizes student engagement and success.
Anticipation & Pre-teaching
57
