Experiences and Training Needs of Teachers Related to Physical Education for Children with Visual Impairments and Additional Disabilities

Authors

  • Lauren J. Lieberman State University of New York Brockport
  • Pamela Beach State University of New York Brockport
  • Michelle Grenier University of New Hampshire
  • Karen E. Hand Northeastern Illinois University
  • Melanie Perreault State University of New York Brockport

Abstract

Currently, 3% of children in the U.S. have a visual impairment, and 79% of these children have additional disabilities that may include moderate or severe disabilities (Pierce, 2001). For the purpose of this manuscript, we will address this population with the acronym of children who are blind or visually impaired with additional disabilities (CBVIAD). Many teachers have difficulties including these children in physical education and lack appropriate instructional skills, which limits opportunities for children to improve motor skills. The purpose of this study was to determine the current experiences and training needs of physical education teachers and other educators on the multidisciplinary team involved with teaching CBVIAD in physical education. A survey was developed and validated by experts in the field and distributed nationally to physical education teachers, special education teachers, paraeducators, and teachers in the vision field. The survey results of the 201 participants were analyzed for frequency and themes from the open-ended questions. The results revealed effective adaptations, barriers to learning, and training needs for both the teachers and aids. These findings demonstrate a dire need for more training to support teachers and paraeducators of youth with visual impairments and additional disabilities.

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Published

2023-06-05

Issue

Vol. 37 No. 2 (2023)

Section

Feature Articles

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