VIDBE-Q 2026 Volume 71 Issue 3
inherently capable of learning, progressing, and contributing. It also challenges
assumptions of a students' inability, by first ensuring that access has been
provided in terms of communication, processing time, and any environmental
or skill modifications which may be needed. Despite policies (such as IDEA,
2004) that advocate for the least restrictive environment (LRE), significant gaps
remain in practice, particularly in physical education and physical activity for
students who are deafblind (Lane et al., 2020). Presuming competence isn't
about having unrealistic expectations, but rather about starting from a place of
possibility rather than limitation. It is important to evaluate and challenge low
expectations that may limit opportunities for students who are deafblind while
developing environments where students can demonstrate their true
capabilities. Educators and service providers should be aware of the impact of
previous learned helplessness and overprotection which can influence students'
motivation, affect, and cognition (Abramson et al., 1978) and may impact
levels of competence. Involving the student in discussions about goals and
expectations can promote active participation and further develop
independence and students' confidence.
High-Quality Physical Education and Adapted Physical Education Service
According to Society of Health and Physical Educators (SHAPE)
America (2025), high-quality physical education programs must incorporate
four essential components: opportunity to learn, meaningful content,
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