VIDBE-Q 2026 Volume 71 Issue 3
participate in movement and physical activities (Dammeyer, 2012; Foster et al.,
2020; Hartshorne et al., 2021; Perkins et al., 2013; Perreault et al., 2021). The
underlying factors contributing to these challenges include motor
developmental delays related to vision and hearing loss, proprioception and
vestibular dysfunction, muscular weakness, orthopedic impairments, and the
cumulative effects of hospitalization and surgeries (Foster
et al., 2020). The
majority of students with deafblindness have additional disabilities, the most
common being intellectual impairment, speech and language impairment, and
orthopedic or physical impairments (National Center on Deaf-Blindness,
2021). In addition, approximately 53 percent of students with deafblindness
involve complex needs regarding their health. These factors collectively impact
balance, posture, and overall motor performance, creating a complex web of
challenges that require specialized intervention such as adapted physical
education or the use of specially design instruction to meet the unique needs of
this heterogeneous group of students with deafblindness. Everyone with
deafblindness may experience differences which impact their ability to perform
physical activities, therefore analyzing and gaining knowledge of the specific
student is imperative to developing appropriate movement activities.
Participation in movement, physical activities, and sport offers major
benefits for students with deafblindness, extending far beyond
physical fitness
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