impaired such as goal ball, beep baseball, 5-a-side soccer, tandem biking, or running with no sight. Such action provides disability awareness and gives sighted peers knowledge of specialized sports for students who are blind or visually impaired (Foley, Tindall, Lieberman, & Kim, 2007).
Without physical education, students with visual
impairments may not develop gross and fine motor skills, including locomotor skills, necessary for fitness, wellness, and independent living (Houwen, Hartman, & Visscher, 2009). Students with visual impairments must not be denied the opportunity to participate in physical education due to stereotypical barriers or fear of liability. Indeed, lack of visual motivation to move, challenges in visually imitating the movements of others, and the potential over protectiveness of adults may make physical education even more important for students with visual impairments than for their sighed peers.
Tutt, L. M., Lieberman, L., & Brasher, B. (2011). . Arlington, VA: Council for Exceptional Children. = 73 CONTENTS
