ORGANIZING ADAPTED PHYSICAL EDUCATION FOR CHILDREN WITH VISUAL IMPAIRMENTS IN SCHOOL SETTINGS
Keywords:
adapted physical education; visual impairment; inclusive physical education; school-based physical activity; safety management; multi-sensory instruction; task modification; orientation and mobility; motor skill development; individualized progression.Abstract
This article outlines practical, evidence-informed approaches to organizing adapted physical education (APE) for children with visual impairments in school contexts. The core objective is to ensure safe, inclusive participation while developing motor skills, physical fitness, and social competence through structured lesson design, environmental adaptation, multi-sensory instruction, and individualized progression. The approach is aligned with international physical activity recommendations for school-aged children (≥60 minutes/day of moderate-to-vigorous activity, including muscle- and bone-strengthening activities at least 3 days/week) and inclusive-quality physical education principles.
References
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