VIDBE-Q 2026 Volume 71 Issue 3
planning, and placement through the IEP. Once service is determined as a need,
progress monitoring and evaluation of services, is important to effectively
adjust teaching and use adaptations. This service ensure that students receive
appropriate, individualized instruction in their least restrictive environment for
physical education while maintaining safety and promoting success.
Collaboration with other educators and service providers is essential to
continuously meet the needs of the student with deafblindness.
Motor development serves as the foundation for strength, balance,
coordination, and endurance, requiring instruction that covers basic skills and
progresses systematically. Comprehensive programming should include
various gross motor skills and movements that work on balance and
movements that include reaching, grabbing, striking and releasing with hands
and feet. Balance activities can include various positions and postures,
crossing midline and body awareness activities, range of motion exercises,
push and pull activities for proprioceptive input, and static and dynamic balance
challenges (Foster et al., 2021). These prerequisites then lead into
fundamental movement skills, including both locomotor and manipulative
skills which are important skills for students who are deafblind to acquire.
Locomotor skills include creeping, walking, rolling, running, jumping,
hopping, sliding, and leaping. Manipulative skills encompass grasping,
releasing, catching, throwing, kicking, striking, and using implements. These
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