and a sense of independence during physical activities (Bofolli, Foley, Gasperetti, Yang, & Lieberman, 2011; Lieberman, Stuart, Hand, & Robinson, 2006).
Conclusion
Physical education plays an important
role in the overall education of children with visual
impairments. However, it is known that students
with visual impairments are less physically active
in physical education than their typically developing peers. Considering modifications to activities
including game play, equipment, rules, and
boundaries as well as including peer tutors or
other technology driven modifications can increase activity time for students with visual impairments in inclusive physical education.
References:
Ayvazoglu, N., Oh, H., & Kozub, F. (2006). Explaining physical activity in children with visual
impairments: A family systems approach. Exceptional Children, 72, 235-248.
Bofolli, N., Foley, J., Gasperetti, B., Yang, S., &
Lieberman, L. (2011). Enjoyment levels of
youth with visual impairments playing different
exergames. Insight: Research & Practice in
Visual Impairment and Blindness, 4, 171-176
Brambring, M. (2006). Divergent development of
gross motor skills in children who are blind or
sighted. Journal of Visual Impairment and
Blindness, 100, 620-634.
Celeste, M. (2002). A survey of motor development for infants and young children with visual
impairments. Journal of Visual Impairment and
Blindness, 96, 169-174.
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