Perceived Barriers to Including Students with Visual Impairments in General Physical Education

in Adapted Physical Activity Quarterly
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The purpose of this study was to examine barriers perceived by teachers when including students with visual impairments in general physical education. Teachers (52 males, 96 females) who had children with visual impairments in their physical education classes were surveyed prior to in-service workshop participation. The most prevalent barriers were professional preparation, equipment, programming, and time. A logistic regression analysis, regressing gender, in-service training, number of students with visual impairments taught, masters degree attained, masters hours spent on visual impairments (yes or no), undergraduate hours spent on visual impairments (yes or no), and years of experience failed to indicate significant predictors of professional preparation as a barrier, Model χ2 (6, n = 148) = 4.48, p > .05.

Lauren J. Lieberman is an associate professor at SUNY College at Brockport, Department of Physical Education and Sport, 350 New Campus Drive, Brockport, NY 14420. Email: <llieberm@brockport.edu>. Cathy Houston-Wilson with the Department of Physical Education at SUNY College at Brockport; Francis M. Kozub is an assistant professor in the Department of Kinesiology at Indiana University, Bloomington.

Special thanks go to the New York State Commission for the Blind and the Minnesota Deaf-Blind Project for their support on this project.

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