Winter 2012
Physical education is the development of motor = 72 CONTENTS
skills and patterns through individual and group games, aquatics, dance, cooperative activities, and life-long recreational activities (IDEA, 2004, PL 108- 446). It contributes to students' cognitive, affective, and psychomotor development. Adapted physical education is defined as physical education modified to meet the unique needs of children with disabilities (Lieberman & Houston-Wilson, 2009). Adapted physical education instruction can be delivered in a variety of placements, including those found in both public and special school settings. The entire multidisciplinary team makes such placement decisions, taking into consideration factors such as fitness level, motor skills development, ability to be in large groups, social needs, and safety (Columna, Davis, Lieberman, & Lytle, 2010). There is no sepa- rate curriculum for children with visual impairments (Lieberman, 2011). All children should learn the same units, with modifications when necessary, typi- cally receiving an equal amount of instruction per week as their sighted peers, or more. Skilled peer tutors and paraeducators can be a resource to assist with games, fitness, or other activities when needed (Rusotti & Shaw, 2004; Wiskochil, Lieberman, Houston-Wilson, & Petersen, 2007). When students with visual impairments are included in general physical education with peers, the entire class should learn sports for people who are visually
