A Preliminary Investigation of Physical Education Teachers’ Perceptions on Pre-Teaching Students with Visual Impairments

Abstract

Abstract Students with visual impairments (VI) are often left out of physical education classes because they are not provided with appropriate accommodations and instructional strategies by the teacher. Pre-teaching is a recommended method of instruction wherein students with visual impairments are exposed to a lesson prior to whole class instruction. However, little is known about the use of pre-teaching within the context of physical education. Thus, the purpose of this study was to investigate physical education teachers’ experiences using pre-teaching with students with visual impairments. Thirty-nine physical education teachers (ages 23–67 years) completed an electronic survey that measured their demographics and experiences with pre-teaching students with visual impairments. After analyzing the data, four major themes were found regarding pre-teaching: communication, resources, preparation, and time. Participants stressed the importance of communicating with both the student with a visual impairment and other professionals who serve the student. Furthermore, participants shared that they need more resources and time for pre-teaching students with visual impairments. The participants also expressed a lack of exposure to pre-teaching during their teacher preparation programs. Recommendations include increased education or professional development on pre-teaching and the use of self-contained classes to pre-teach students prior to general education classes.