ERIC EJ1137408: Physical Education Experiences at Residential Schools for Students Who Are Blind: A Phenomenological Inquiry

2017·0.14 MB·English

by  ERIC

Physical Education Experiences
at Residential Schools for
Students Who Are Blind:
A Phenomenological Inquiry
Justin A. Haegele, Takahiro Sato, Xihe Zhu, and Timothy Avery
Structured abstract: Introduction: Recently, researchers have explored the
perspectives of those with disabilities to better understand their experiences
in physical education. However, little has been done with focusing on those
with visual impairments. Utilizing a qualitative interpretive phenomenolog­
ical analysis framework, the purpose of this study was to examine the
meaning that adults with visual impairments who attended residential schools
for students who are blind ascribed to their physical education experiences.
Methods: A group of five adult males who attended physical education at
residential schools in the United States were purposely selected for this
study. Data were collected via semistructured telephone interviews and
reflective interview notes. Data were analyzed using a five-step analytical
process, and recurring themes were summarized and presented as results.
Results and discussion: Two broadly defined interrelated themes emerged
from the participants’ narratives. One theme, “being the only blind guy, to
being one of the crowd,” explained how differences in school settings
contributed to the differences experienced by participants when attending
residential and public or community schools. Cumulatively, participants
described their residential school experiences as more inclusive and ex­
plained feelings of “being normal.” The second theme, “the bullies and the
bullied,” explained the lived experiences of participants within the social
dynamics of physical education environments and showed perceptions of
those who were “able” and “less able.” Implications for practitioners:
Listening to the voices of individuals with disabilities can afford researchers
and teachers with a better understanding of how they experience classes and
help identify strategies to improve instruction. Two important implications
for physical education teachers derived from this study were to ensure that
adaptations are made to meet students’ needs, and that students are afforded
choices within their physical education curriculum. Furthermore, in addition
to experiences of bullying in inclusive settings, practitioners must be aware
of these instances in residential schools as well.
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©2017 AFB, All Rights Reserved Journal of Visual Impairment & Blindness, March-April 2017
T
he Individuals with Disabilities Educa­ Wilson, & Kozub, 2002) and parents
tion Act (IDEA-IA; 2004) requires that (Perkins, Columna, Lieberman, & Bailey,
physical education be made available to 2013; Stuart, Lieberman, & Hand, 2006).
children with disabilities, and that it in­ Briefly, findings from this line of research
clude specially designed classes, if nec­ suggest that students with visual impair­
essary, to meet students’ unique needs. ments tend to experience a number of
Properly implemented physical education barriers to participation in physical edu­
programs encourage students to be phys­ cation. These barriers can include a lack
ically active during the school day of trained physical education teachers and
(Lieberman, Ponchillia, & Ponchillia, paraeducators who understand the needs
2013), and develop fundamental skills of students with visual impairments
that are necessary to engage in and main­ (Lieberman & Conroy, 2013; Stuart et al.,
tain an active and healthy lifestyle 2006) as well as limited physical activity
(Schedlin, Lieberman, Houston-Wilson, opportunities both within and outside
& Cruz, 2012). These benefits are avail­ of schools (Perkins et al., 2013). Fortu­
able to all students who actively partici­ nately, research has suggested that phys­
pate in class, including those with visual ical education programs designed to over­
impairments (that is, those with low vi­ come these barriers, tailored for the needs
sion and complete blindness). For stu­ of those with visual impairments, can im­
dents with visual impairments, well- prove physical activity levels (Cervantes
designed physical education programs, & Porretta, 2013) and increase motor
with support from teachers of students competence (Haegele et al., 2015).
who are visually impaired and orientation Although research focusing on physical
and mobility instructors, can also offer education for individuals with disabilities
opportunities to learn components of the has typically examined the perspectives of
expanded core curriculum (Lieberman, stakeholders, recent research has shifted to
Haegele, Columna, & Conroy, 2014). value the perspectives of those with disabil­
While properly conceptualized physical ities regarding their experiences in physical
education classes can yield positive ben­ activity contexts (Byrnes & Rickards,
efits, poorly planned classes may contrib­ 2011). By acknowledging how individuals
ute to adverse effects such as delays in with visual impairments perceive the world,
motor competence concepts (for example, more insight can be given into how they
object control and locomotor skills; Hae­ experience different aspects of life (Haegele
gele, Brian, & Goodway, 2015), low & Sutherland, 2015). For instance, under­
physical activity participation (Haegele & standing one’s thoughts and feelings about
Porretta, 2015), and low levels of health- physical education can lead to a better un­
related fitness (Lieberman, Byrne, Mat- derstanding of how they experience classes
tern, Watt, & Fernandez-Vivo, 2010). and can help identify strategies to improve
Research focusing on physical educa­ instruction (Coates, 2011). This focus is pri­
tion for students with visual impairments marily situated within the qualitative re­
has typically concentrated on the perspec­ search paradigm, as it allows those with
tives of stakeholders, such as physical disabilities a voice to describe experiences
education teachers (Lieberman, Houston- and opinions from their perspectives
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Journal of Visual Impairment & Blindness, March-April 2017 ©2017 AFB, All Rights Reserved
(Zitomer & Goodwin, 2014). Currently, Interpretative phenomenological analysis
research exploring physical education allows researchers to explore how partic­
experiences from the perspectives of stu­ ipants make sense of the world from their
dents has included those with physical own perspective and lived experience
disabilities (Coates & Vickerman, 2008), (Smith, Flowers, & Larkin, 2013). This
learning disabilities (Fitzgerald, Jobling, approach explains that individuals, acting
& Kirk, 2003), and autism spectrum dis­ as “self-interpreting beings,” engage in
order (Healy, Msetfi, & Gallagher, 2013). interpreting the events, objects, and other
However, little has been done to explore people in their lives and community. Uti­
the perspectives of individuals with visual lizing this framework, researchers attempt
impairments. to make sense of the meaning participants
In this study, we focus on five adults ascribe to these embodied experiences
with visual impairments and their reflec­ (Smith & Osborn, 2008). This approach
tions of experiences in physical education focuses on the complex understanding of
at residential schools for students who are experiences as lived processes that are
blind. In recent years, much attention has unique to each person’s embodied and
focused on inclusive practices in physical situated relationship to the world (Smith
education for individuals with visual et al., 2013). Embodiment and intention­
impairments (Lieberman et al., 2013). ality, central tenets of phenomenological
However, although residential schools work, are of primary interest in the cur­
have a rich history of providing well- rent study. Embodiment suggests that a
rounded educational programs for indi­ person’s experiences of the world and self
viduals with visual impairments, little is are bound with their experience with their
known about physical education prac­ body (Ainley, 1989). Because bodies can
tices at these schools from a research be considered to be enabling or disabling,
perspective (Haegele & Lieberman, the embodiment perspective can have
2016). Because of this, exploring the strong implications and significant effects
experiences of individuals with visual for individuals with disabilities (Block &
impairments who attended residential Weatherford, 2013), and it has become of
schools provides a unique perspective. interest to researchers in this area (Hae­
Therefore, the purpose of this study was gele & Hodge, 2016). Particular to inter­
to examine the meaning that adults with pretative phenomenological analysis, the
visual impairments who attended resi­ task of examining how individuals make
dential schools ascribed to their physi­ sense of their embodied experiences is
cal education experiences. paramount (Smith et al., 2013). Intention­
ality describes the relationship between
Conceptual framework the process occurring in consciousness
In order to explore the meaning that in­ and the object of attention during that
dividuals with visual impairments ascribe process. In phenomenological terms, this
to their experiences during physical edu­ suggests that whenever there is experi­
cation at residential schools, a qualitative ence or consciousness, it must be “about”
interpretative phenomenological analysis something (Smith et al., 2013). Intention­
framework was utilized for this study. ality provides a relational element regard­
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©2017 AFB, All Rights Reserved Journal of Visual Impairment & Blindness, March-April 2017
Table 1
Descriptive and demographic information for the participants.
Grade
levels at Additional disability
Pseudonym Age Race or ethnicitya RS Acuity (ISBA classification) or impairment
Hank 32 African American and 11th–12th Complete blindness (B1) NA
Caucasian
Doug 49 Caucasian 1st–6th Complete blindness (B1) NA
Frank 50 Caucasian, Arcadian, 1st–12th 20/400 during elementary Fibromyalgia
and Cajun school, decreasing to
complete blindness in
high school (B1-B3)
Matt 42 Caucasian 9th–12th Complete blindness (B1) Shortened hamstrings
Edward 34 Caucasian 9th–12th 20/500 (B3) Right side weakness,
brain tumor
RS = residential school; NA = not applicable.

a Participants were asked to describe how they identified their race or ethnicity.

ISBA classifications include B1 (blind), B2 (travel vision), B3 (legal blindness), and B4 (low vision).

ing one’s lived experience because it work, career, and family; or the phase in
refers not only to what is experienced, but which one has an established life situa­
to the way in which it is experienced tion, yet has not retired (Bredahl, 2013).
(Bredahl, 2013). Interested potential participants were
asked to e-mail the first author and answer
Methods
several demographic questions. Of the in­
PARTICIPANTS dividuals who answered this call for par­
Participants were purposely selected ticipants, those who attended a residential
based on prespecified eligibility criteria school for at least two years were invited
for this study, according to procedure de­ to participate in this study. The selected
scribed by Fraenkel, Wallen, and Hyun participants were purposely small, as per
(2012). Specifically, a call for participants recommendations for interpretative phe­
was distributed through a registry for in­ nomenological analysis (Smith et al.,
dividuals with visual impairments who 2013), in order to “provide sufficient
are interested in participating in research. cases for the development of meaningful
Eligibility criteria included individuals 18 points of similarity and difference be­
years or older, but less than 51 years of tween participants, but not so many that
age; who had visual impairments (includ­ one is in danger of being overwhelmed by
ing blindness) during their K–12 educa­ the amount of data generated” (p. 51). All
tion experience; who would be willing to participants (Doug, Frank, Edward, Hank,
complete an interview for 60 to 90 min­ and Matt) were adult males with congen­
utes; and who would be willing to ex­ ital visual impairments who attended res­
change e-mail correspondence following idential schools for at least two years. No
the interview. The choice of this age participants attended the same residen­
range aimed to ensure inclusion of partic­ tial school. Table 1 provides detailed de­
ipants in a variety of phases of life—such scriptive and demographic information
as the phase in which one establishes about each participant. Pseudonyms were
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Journal of Visual Impairment & Blindness, March-April 2017 ©2017 AFB, All Rights Reserved
assigned to the participants to protect their with the group being studied (Chiseri-
identities. Strater, 1996). The interviewer explicitly
stated that he was employed as a faculty
DATA COLLECTION member at a university health and phys­
Data were collected in two ways: semi- ical education teaching program, had
structured telephone interviews and re­ been directing sport programs for youths
flective interview notes. Semistructured with visual impairments, was previously
interviews followed an interview guide an adapted physical education teacher in
that was inspired by the research focus schools, and was a Caucasian male who
and developed to ensure that the same did not have a disability. Each interview
basic lines of inquiry were pursued across took approximately 60 to 90 minutes.
participants (Patton, 2002). A panel of Reflective interview notes allow inves­
two experts, selected because of their ex­ tigators to conceptually return to the in­
perience in the field of adapted physical terview setting during analysis (An &
education and in conducting qualitative Goodwin, 2007), can control for inter­
research, was recruited to ensure the con­ view effects (Fraenkel et al., 2012), and
tent validity of the interview questions. ensure reflexivity (Walker, Read, &
Revisions to the initial interview guide Priest, 2013). Reflexivity is the process of
were made based on the recommenda­ reflecting critically on oneself and noting
tions of the panel, and all revisions were personal values that could affect data col­
reviewed and approved by the panel. lection and interpretation (Walker et al.,
Telephone interviews were completed 2013). During and immediately following
and audio-recorded by the first author and each interview, reflective interview notes
subsequently transcribed by the fourth au­ were recorded, and included the inter­
thor. Because of the vast distances be­ viewer’s reflections on what the partici­
tween the participants, telephone inter­ pant said, initial feelings about the con­
views were used in lieu of face-to-face versation, and preliminary thoughts about
interviews. Telephone interviews hold possible emerging themes. Data collec­
several advantages over face-to-face in­ tion procedures were approved by the In­
terviews, such as cost-effectiveness and a stitutional Review Board at the lead re­
reduction of interviewer effects (Good­ searcher’s institution.
win & Staples, 2005; Haegele, Zhu, &
Davis, in press). However, limitations DATA ANALYSIS AND TRUSTWORTHINESS
have been noted, such as diluting the in­ The data analysis selected for this study
timacy of the interviews and the inter­ was directly aligned with and informed
viewer’s ability to capture nuances of by the conceptual framework of interpre­
body language or facial gestures (Good­ tative phenomenological analysis. There­
win & Staples, 2005). Each interview be­ fore, it followed a five-step analytical pro­
gan with the interviewer describing the cess. The objective of this process was to
purpose of the study, as well as the back­ elucidate and present results in the form
ground of the interviewer in order to dis­ of participant experiences through the
close researcher positionality. Positional­ lenses of embodiment and intentionality.
ity refers to the interviewer’s relationship Step 1 of this process included the first
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©2017 AFB, All Rights Reserved Journal of Visual Impairment & Blindness, March-April 2017
author reading and rereading each of the viewed their transcript for accuracy and
interview transcripts and reflective notes. agreement. All participants approved of a
This stage of the analysis allowed the final transcript before analysis. Peer de­
analyst to become intimate with the data, briefing is a process of exposing oneself to
ensured that the participants became the knowledgeable peers to explore aspects of
focus of the analysis, and allowed a analysis that might remain implicit to the
model of the overall interview to emerge primary investigator (Patton, 2002). In ad­
(Smith et al., 2013). While reading and dition to input from the authorship team, the
rereading the documents, the first author first author shared data with and received
conducted a free textual analysis (step 2), critical feedback from a researcher with ex­
in which units of data of interest, as well perience in this area of analysis who was
as descriptive and exploratory comments, not involved in the current study. Transfer­
were recorded (Smith & Osborn, 2008). ability, or whether findings can be applied
Because note taking took place during the to others in similar contexts or situa­
reading and rereading process, steps 1 and tions, was enhanced in this study by
2 merged. Step 3 included reducing each providing abundant detail about partic­
document and recording comments asso­ ipants (An & Goodwin, 2007). The pro­
ciated with each participant into emergent cess allows for natural comparisons to
themes (Smith et al., 2013). Next, emer­ other males who attended residential
gent themes were compared within each schools.
participant’s documents to form clusters
of related themes (step 4). At this point, Results and discussion
emerging themes that were unrelated to The purpose of this study was to examine
the research focus of this project were the meaning that adults with visual impair­
discarded. Last, the themes were com­ ments who attended residential schools as­
pared across participants to determine cribed to their physical education experi­
which patterns existed (step 5). Recurring ences. Two broadly defined interrelated
themes were shared with and discussed themes emerged from the participants’ nar­
among the authorship team until complete ratives: “Being the only blind guy, to be­
(100%) agreement was reached on the ing one of the crowd” and “the bullies and
themes. The agreed-upon themes were the bullied.” Throughout this paper,
summarized and presented as results. person-first terminology is utilized within
During data collection and analysis, the voice of the authors. However, dis­
several techniques were utilized to ensure ability language used within the direct
trustworthiness. Trustworthiness encom­ quotes of participants is left uncensored
passes the extent to which the phenomena in order to respect each participant’s view­
described represent the experiences shared point toward disability (Peers, Spencer-
by the participants (Zitomer & Goodwin, Cavaliere, & Eales, 2014).
2014). Trustworthiness was established us­
ing member checking, peer debriefing, and “BEING THE ONLY BLIND GUY, TO BEING
transferability. Member checking is used to ONE OF THE CROWD”
reduce the effect of subjective bias (Patton, The quote framing this theme was voiced
2002). Each participant received and re­ by Hank when discussing his transition
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Journal of Visual Impairment & Blindness, March-April 2017 ©2017 AFB, All Rights Reserved
from a public to a residential school. transitioning to a residential school, Hank
Among the participants, the most com­ said:
monly discussed topic was their feelings
about differences between physical edu­ I felt a lot more included. I felt like I
cation at public and residential schools. could have a bit of a more normal
Predominantly, participants said that school experience. So now all of a
there were differences in how included sudden I am actually, you know, able
they felt during physical education. In to participate in the physical educa­
public schools, several participants sug­ tion class. It was a lot better feeling
because I felt more normal with my
gested that they felt “left out,” and that
experiences.
they “couldn’t participate in as many
games as sighted kids” (Edward). Hank
In terms of intentionality, Hank explained
suggested that during his public school
the relational element between participat­
experience, he felt “more left out in phys­
ing in physical education activities and
ical education than in other classes.”
feelings of “being normal.” One element
These feelings of exclusion are consistent
that made participants feel included was
with other research exploring social in­
the availability of adaptations to equip­
clusion in physical education (Place &
ment. For example, Edward explained
Hodge, 2001). However, residential
that “in the public schools [activities
schools offered a different experience.
were] geared towards sighted kids and in
For example, Matt explained:
the residential schools they were geared
toward people with disabilities.” Regard­
At the public school you realize that
ing track and field activities, Matt added
there were certain things that you
that “you didn’t need anybody to run with
just couldn’t do. But that changed
you, because [the track] had a rail”. Pre­
when I hit the residential school.
vious research has demonstrated that stu­
There wasn’t much that you didn’t
dents with disabilities tend to experience
get to do there. You knew there was
feelings of being “unable” due to re­
something that basically anybody
stricted participation associated with ac­
could do because they knew how to
tivity constraints during physical educa­
adapt it or if their physical limita­
tion (Goodwin & Watkinson, 2000).
tions kept you from doing some­
Similar to previous research (Haegele &
thing, then they [the teacher] would Sutherland, 2015), participants in this
find another. You would not sit idle study reported that the availability of ad­
during physical education. You aptations decreased their perceptions of
would do something. inability and expressed a reduced fear
of being left out of activities. Hank
Matt explained that his body was less explained:
disabling when participating in physical
education at the residential school. This Here, I am in an environment
embodied perspective was echoed by where I could actually do more.
other participants. For example, after The things that you wanted to do.
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©2017 AFB, All Rights Reserved Journal of Visual Impairment & Blindness, March-April 2017
You know, I was able to participate I think public school experience was
in physical education class and not also good because it gives you a
have to worry about being left out chance to interact with the real
of activities. world. Because in the real world you
are living, like I am, around other
Although feelings of exclusion have been sighted people, and public school
documented in research describing the gives you the opportunity to under­
perspectives of students with disabilities stand what that world is like and how
in inclusive physical education (Haegele to interact with people who are not
just other blind people. I think that a
& Sutherland, 2015), this was not the case
wide range of experience is a good
for these individuals during their residen­
thing.
tial school experiences.
Two advantages of public school phys­
According to Edward, it was important
ical education were also voiced by partic­
for him to engage in activities with people
ipants when discussing perceived differ­
without visual impairments, because fu­
ences between schools. For example,
ture activities outside of school settings
Frank, who exclusively attended a resi­
would have a similar dynamic. Although
dential school, discussed his longing for
participants in this study shared that they
physical activity choices in which he
felt more included during physical educa­
could participate during physical educa­
tion at residential schools, Hank ex­
tion. He said:
plained that there may be benefits to ex­
periencing it in both environments.
What I really disliked is that we re­
ally had no choice in our physical
“THE BULLIES AND THE BULLIED”
education program. You might be
Relationships with peers are viewed by
outside running or swimming, but
students with disabilities as essential to
you did what the teachers asked. You
feeling included during physical edu­
never had a choice the way I later
cation activities (Spencer-Cavaliere &
learned at public high schools. Their
Watkinson, 2010). This sentiment was
students had so many choices I was
consistent with experiences voiced by
blown away. You could do a semes­
participants in this study in regard to
ter of golf, or basketball, or dance.
physical education participation at resi­
We never got that. dential schools. For Hank, peer relation­
ships were considered “better” at residen­
Although Frank explained that he “never tial schools in comparison to public
felt left out” in physical education, he schools. Because of perceived similarities
thought that attending a public school with his peers, Hank expressed that it was
would have provided options for different easier for him to engage in social inter­
activities. A second advantage that was actions and develop friendships with his
discussed was the need to participate in peers at the residential school than at pub­
activities with people without visual im­ lic schools. This assertion is in line with
pairments. Edward explained: previous research exploring friendship­
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Journal of Visual Impairment & Blindness, March-April 2017 ©2017 AFB, All Rights Reserved
developing experiences in physical edu­ In this instance, Frank described experi­
cation among those with disabilities (Sey­ ences of being bullied as it related to his
mour, Reid, & Bloom, 2009). high academic skills outside of physical
Unfortunately, however, other partici­ education. Interestingly, Hank’s descrip­
pants did not share Hank’s view on rela­ tion of his experience with peers who he
tionships with peers, and explained in­ described as “less able” provides insight
stances of bullying among students. For into a different embodied perspective:
example, Doug explained that these in­
stances were more common at the resi­ I found it easier to make friends with
dential school than in public school: the people I would consider more
normal in like they were not slow or
I think one of the big things was the anything like that. And I found it a
teasing all disappeared [when leav­ little bit harder as I got used to the
ing the residential school]. Espe­ school for the blind to sometimes
cially at the school for the blind, I deal with some of the special ed[u­
wondered why I was even there be­ cation] kids because they were a lit­
cause that [bullying] was something tle bit slower. I am trying to think
I never experienced at home and so it about how I felt, but at the time I
kind of makes you into the sort of think I found them a little more
person where you realize you better annoying.
not show your feelings because no­
body’s going to care. Hank provides a distinct perspective from
others in this study, where he explains his
Previous research suggests that bullying challenges in classes with peers who were
tends to be present in the lives of most “less able,” and his feelings about those
individuals with visual impairments and experiences. His experiences in physical
that status within groups can factor into education may have been a key factor in
bullying (Dane-Staples, Lieberman, Rat- producing negative stereotypes, bias, and
cliff, & Rounds, 2013). For example, perceptions about other individuals with
Frank explained his status as a strong visual impairments who were “less able.”
academic factored into his experiences: Based on our phenomenological analysis,
homogeneous behavioral norms were
I really wasn’t doing as well as I strongly related to students’ social expe­
knew I was supposed to do and I riences in physical education contexts.
knew I would hear about it from my For example, participants experienced iso­
peer group. And I knew [physical lation or marginalization from peers that
education] wasn’t going to be fun were related to significant gaps between
because some of them [peers] liked internal factors (academic experiences in
to take me down a peg because I was social contexts) and external factors (ap­
pretty good at the academic side of pearances as athletic or nonathletic) within
school and it was a way to kind of social interactions in physical education.
pay me back. This may have contributed to the instances
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©2017 AFB, All Rights Reserved Journal of Visual Impairment & Blindness, March-April 2017
of bullying experienced by participants as the social status of these bodies (Dane-
bullies and the bullied. Staples et al., 2013).
There were two primary limitations in
Summary and implications this study. First, utilizing telephone inter­
By listening to the voices of individuals views limited the authors’ ability to cap­
with disabilities, we can gain a better ture certain gestural nuances that would
understanding of how they experience have been recorded during face-to-face
physical education classes, and this infor­ interviews. Second, because this was a
mation can help identify strategies to im­ retrospective study and participants’ ages
prove instruction (Coates, 2011). The ranged from 32 to 50 years, it is possible
that the experiences of these participants
purpose of this study was to examine the
are not representative of typical experi­
meaning that adults with visual impair­
ences at residential schools today.
ments who attended residential schools
The results of this study provide a num­
ascribed to their physical education expe­
ber of practical implications that should
riences. Two major findings emerged
be considered by physical education
from this study. First, although many de­
teachers at residential schools. First, par­
scribed the feeling of being more in­
ticipants expressed that the level of will­
cluded during activities in physical edu­
ingness of teachers to adapt activities can
cation at residential schools (Edward,
affect the level of engagement of the stu­
Matt, Hank, Doug), considerations of
dents with disabilities in their classes.
choice and participating in activities that
Second, although participants expressed
reflected society (that is, with individuals
feelings of being more included in activ­
without visual impairments) were valued.
ities at residential schools, the availability
To the knowledge of the authors, this
of a variety of physical activity options
study was the first in which participants
within classes was reported to be absent.
explained differences between their phys­
Unfortunately, when limited activity
ical education experiences in public and
choices are available, students may
residential schools. Because of the dearth
choose to exclude themselves from par­
of research pertaining to physical educa­
ticipation (Fitzgerald & Stride, 2012).
tion at residential schools (Haegele &
Last, results of this study demonstrate that
Lieberman, 2016), further studies are
instances of bullying, related to differ­
warranted to continue to explore current
ences in ability among students that are
practices at these schools as well as ave­ typically reported in public school set­
nues to improve instruction. Second, par­ tings, can also occur in residential
ticipants expressed feelings about rela­ schools. To ensure that students maintain
tionships they developed and engaged in interest in and gain important benefits
during physical education with peers. from physical education, teachers should
Peer interactions among participants var­ make sure that adaptations to meet stu­
ied, and differences may be attributed to dents’ needs are readily available within
experiencing these interactions from dif­ activities, that students are afforded
ferent (either enabling or disabling) bod­ choices within their physical education
ies (Block & Weatherford, 2013) and curriculum, and that teachers are aware of
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Journal of Visual Impairment & Blindness, March-April 2017 ©2017 AFB, All Rights Reserved