Absent, Incapable, and “Normal”: Understanding the Inclusiveness of Visually Impaired Students’ Experiences in Integrated Physical Education

in Adapted Physical Activity Quarterly

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Justin A. HaegeleDepartment of Human Movement Sciences, Old Dominion University, Norfolk, VA, USA

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Lindsay E. BallDepartment of Human Movement Sciences, Old Dominion University, Norfolk, VA, USA

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Xihe ZhuDepartment of Human Movement Sciences, Old Dominion University, Norfolk, VA, USA

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M. Ally KeeneDepartment of Human Movement Sciences, Old Dominion University, Norfolk, VA, USA

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Lindsey A. NowlandDepartment of Human Movement Sciences, Old Dominion University, Norfolk, VA, USA

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DOI:
https://doi.org/10.1123/apaq.2022-0014
Keywords:
inclusion; blindness; physical activity; qualitative; marginalization
First Published Online:
12 May 2022
Corrected:
27 May 2022
In Print:
Volume 39: Issue 4
Page Range:
424–445
ERRATUM TO THIS ARTICLE
Restricted access

The purpose of this study was to examine the inclusiveness of visually impaired youths’ experiences in integrated physical education. An experiential qualitative research approach was utilized, and 22 visually impaired youth (age 12–17 years) acted as participants. Data sources included one-on-one Zoom interviews, written responses to long-answer prompts, and reflexive interview notes. Data were analyzed using a reflexive thematic analysis approach, and three themes were constructed: (a) I’m not there, so how could I: The absent person; (b) I can’t see, so I can’t do it: The incapable person; and (c) It’d be nice to feel like everyone else: The “normal” person. Participants described that feelings of inclusion were unavailable to them and that feeling, and being viewed as, absent, incapable, and (not) “normal” highlighted this unavailability.

Haegele (jhaegele@odu.edu) is corresponding author, https://orcid.org/0000-0002-8580-4782

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