Physical Education for Students with Visual Impairments
A Position Paper of the Division on Visual Impairments
Council of Exceptional Children
2012
Louis M. Tutt, Lauren J. Lieberman, and Bob Brasher
Physical activities, whether structured or recreational, are important in the lives of
boys and girls, men and women. All people deserve formal and informal opportunities to
fully develop physical skills and abilities. Children and youth who are visually impaired
should have specific physical activities adapted when necessary to meet their individual
needs at various growth and developmental stages; and they should have every
opportunity to participate in physical activities with other children, including those who
are sighted (Blessing, McCrimmin, & Stovill, 1993; Lieberman, Robinson, & Rollheiser,
2006; Stuart, Lieberman, & Hand, 2006).
Physical education is the development of motor skills and patterns through
individual and group games, aquatics, dance, cooperative activities, and life-long
recreational activities, and the Individuals with Disabilities Education Act mandates
access to physical education for students with disabilities (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
decisions about the specific needs of students with disabilities, 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
separate curriculum for children with visual impairments since adaptive physical
education teachers make adaptations based on individual characteristics, whether
associated with a variety of co-occurring disabilities or with varying levels of
vision(Lieberman, 2011). All children should learn the same units, with modifications
when necessary, typically 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 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).
DVI Position Paper on Physical Education for Students with Visual Impairments 2012 1
Tutt, L. M., Lieberman, L., & Brasher, B. (2012). Physical education for students with visual impairments. Position paper of the
Division on Visual Impairments, Council for Exceptional Children. Arlington, VA: Council for Exceptional Children.
Position
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.
References
Blessing, D. L., McCrimmon, D., Stovall, J., & Williford, H. N. (1993). The effects of
regular exercise programs for visually impaired and sighted schoolchildren.
Journal of Visual Impairment and Blindness, 87, 50-52.
Columna, L., Davis, T., Lieberman, L.J., & Lytle, R. (2010). Determining the most
appropriate physical education placement for students with disabilities, Journal of
Physical Education, Recreation & Dance, 81, 30-37.
Foley, J., Tindall, D. W., Lieberman, L. J., Kim, S. (2007). How to develop disability
awareness using the Sport Education Model. The Journal of Physical Education,
Recreation, and Dance, 78, 32-36.
Houwen, S., Hartman, E. , & Visscher, C. (2009). Physical activity and motor skills in
children with and without visual impairments. Medicine and Science in Sport and
Exercise, 41, 103-109.
Individuals With Disabilities Education Act-Improvement Act of 2004. U.S. Public Laws
108-446. Federal Register.
Lieberman, L. J. (2011). Visual impairments. In J. P. Winnick (Ed.), Adapted physical
education and sport (5th ed., pp. 233-248 ). Champaign, IL: Human Kinetics.
Lieberman, L. J., & Houston-Wilson, C. 2009. Stategies for inclusion: A handbook for
physical educators. Champaign, IL: Human Kinetics.
Lieberman, L. J., Robinson, B., Rollheiser, H. (2006). Youth with visual impairments:
Experiences within general physical education. RE:View. 38(1), 35-48.
Rusotti, J., & Shaw, R. (2004). When you have a visually impaired student in your
classroom: A guide for paraeducators. New York, NY: American Foundation for
the Blind.
DVI Position Paper on Physical Education for Students with Visual Impairments 2012 2
Tutt, L. M., Lieberman, L., & Brasher, B. (2012). Physical education for students with visual impairments. Position paper of the
Division on Visual Impairments, Council for Exceptional Children. Arlington, VA: Council for Exceptional Children.
Stuart, M. E., Lieberman, L. J., & Hand, K. (2006). Parent-child beliefs about physical
activity: An examination of families of children with visual impairments. Journal of
Visual Impairment and Blindness, 100, 223-234.
Wiskochil, B., Lieberman, L. J., Houston-Wilson, C., & Petersen, S. (2007). The effects
of trained peer tutors on academic learning time-physical education on four
children who are visually impaired or blind. Journal of Visual Impairment and
Blindness, 101, 339-350.
DVI Position Paper on Physical Education for Students with Visual Impairments 2012 3
Tutt, L. M., Lieberman, L., & Brasher, B. (2012). Physical education for students with visual impairments. Position paper of the
Division on Visual Impairments, Council for Exceptional Children. Arlington, VA: Council for Exceptional Children.
