The Current Experiences of Physical Education Teachers at Schools for Blind Students in the United States

Abstract

Introduction It has been well established that children with visual impairments tend to be less physically active and more delayed in motor skills than their sighted peers. As a result, there has been some research focusing on inclusive physical education for these children. However, there is a clear lack of research on the current status of physical education for children in residential schools. Purpose The purpose of this study was to gain insight into the current experiences of physical education teachers at schools for blind students in the United States. Methods A questionnaire was sent to 51 physical education teachers from 35 schools for blind students across the country. Data from closed-ended and short-response open-ended questions were analyzed descriptively, using frequencies and percentages, across four main areas: teacher characteristics, teaching practices, student populations, and facilities. Results Most physical education teachers reported that their schools employ certified physical educators, use curricula that are tied to state or national standards, possess a variety of facilities for their students to use in physical education, offer a variety of sports (with the most common being wrestling), and teach a varied population of students. Discussion A number of findings emerged from this study. Positive findings include: schools are hiring teachers who are certified in physical education or adapted physical education; they are utilizing curricula that are tied to their state and national standards; and they are offering a variety of sports after school. The few factors of concern are: the lack of validated assessments in the field of adapted physical education and, therefore, the limited use of validated assessments; and the need for additional training for teachers related to children who are deafblind and students with both visual impairments and autism spectrum disorder.