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It is helpful for teachers to be aware that some, though not all, blind students feel insecure around physical activity, especially physical activity that their peers are watching. The reasons for this vary from person to person, but teachers can sensitively approach adaptations with this information in mind. For example, there may be situations in which students would prefer an alternative activity for this reason, even if students do not specify why. Teachers should strive for a balance between pushing students to expand their capabilities and fully participate, and respecting student's specific concerns about how they look doing certain activities.

Not all students want to or feel comfortable advocating for their needs. Teachers should not put all of the responsibility of advocacy on students. Students may not know how to advocate or fully know their needs, be aware of alternative techniques or activities, or want to initiate a conversation. In these situations, it can be helpful when teachers ask questions about the student's experiences, listen attentively to the answers to show a willingness to support, and give the student some space to experiment, showing them that they do not need to have all the answers. Having a meeting with students outside of class may also be beneficial. We recommend using this WORKSHEET��to help with such conversations.

Accommodations sometimes bring unwanted attention to students. Doing something differently may attract unwanted attention from sighted peers; when discussing alternative activities or techniques with a blind student, teachers should be mindful that the student may be concerned about peer perceptions. Furthermore, accommodations are not simply completing tasks for the student, but rather ensuring students can complete these tasks in an accessible manner, as independently as possible.

Participation itself is not necessarily an equitable experience. Although some activities may not require an adaptation, teachers should assume that full participation often requires some adjustments to the activity. For example, if the blind student is always the pitcher for kickball, it is not equitable for anyone in the class, because the parts of the activity that both blind and sighted students can participate in are restricted.

Communication is vital to helping students understand their options. It can also foster an environment where students feel comfortable sharing their suggestions and implementing practices that both the student and teacher find valuable.

Naturally, teachers may wonder about their blind student’s current level of vision. Having this information may be helpful in making accommodations during class, such as using equipment in a color that is easiest for the student to see. We are not suggesting that teachers refrain from asking about a student’s vision level altogether; rather, keep in mind that vision levels often change from day-to-day or as a result of the nature of certain activities (e.g. seeing a track when running vs following a fast-paced soccer game). Teachers should also give thought to the discomfort that asking about a student’s vision level may cause. We suggest approaching vision in an open-minded and curious nature. Encourage students to verbalize their needs, and realize that level of vision is not the only criteria to consider when offering accommodations.

Talk to students independently before pairing them with another student. Being paired with another student can be frustrating for a blind student because they may be concerned about how different it makes them look and because it is hard to ensure that the sighted student in the pair has a similar athletic ability as the blind student. Sometimes students feel as though they are preventing their sighted partner from fully participating in the activity. Teachers should not assume that a partner is the best accommodation.

Some blind students find techniques such as ���ǰ� ��helpful. You should always ask prior to initiating touch with the student. Touch can be a useful strategy, in some situations, but it is vital to communicate with the individual about their preferences and consent for touch EVERY time.

At first glance, sound sources may seem disruptive, but they can serve a variety of purposes for a blind student. They can provide orientation cues to help students know where to throw, run, shoot, etc. Sound sources can also help the student understand where they are in the environment and track moving objects. Always talk to the blind student about their preference for the types of sounds used for auditory signals (Examples: music, phone alerts, clapping).

��can be an accessible way to modify existing equipment. For example, this can allow blind students to operate exercise machines independently. Puffy paint, bump dots, braille labels, stickers, thick tape, etc. can be used. Involve the student in the labeling process because the student will know which labeling strategies work best for them.

Online

• NWABA:
• Yoga with Aly:
• Tyler Merren:
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Apps with built in accessibility features

• Apple Fitness ()
• ReVision Fitness
• Eyes-Free Fitness
• Aaptiv: #1 Audio Fitness App
• Strava
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Groups/Organizations

• Search for Adapted Sport Organizations and Facebook Groups in your local area
• U.S. Association of Blind Athletes (USABA) ()��
• NFB Sports and Rec Information ()
• Achilles International ()
• United in Stride ()
• NWABA ()
• 211 ()
• California
  • BORP ()
  • Wayfinder Family Services ()
• Michigan Blind Athletic Association ()
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Camps (Structured experience to collaboratively participate in accessible fitness with other blind individuals).

Techniques

• Sound Sources/Auditory Signals (Examples: music, phone alerts, clapping).
• Tethers ()
• Tactile labeling ()
• WORKSHEET
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Adaptive equipment and where to find it:

• In some situations, commonly found items can help make various activities more accessible. Examples: Bluetooth speakers for sound sources, shirts for tethers, puff paint for tactile labeling, etc.��
• NWABA Lending Library
• American Printing House for the Blind (APH) (balls, sound sources, instruction manuals, sport court kits, running/walking equipment)
• MaxiAids (balls, braille labelers, cards, tactile markers)
• HandiLife Sport (balls, eye shades, showdown, tether)
• GoalFix Sports (balls, eyeshades, goalball equipment, blind football equipment)
• The Braille SuperStore (balls, sound sources, beeping disk, tactile labeling equipment, cards)
• Beep Baseball Equipment
• Beep Kickball
• Adaptive Plays (showdown converter for a table tennis table)
• Pack-a-World (inflatable goalball goals)
• Audio Dart Master (talking dart board)
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Funding Options

• Federal Quota Money
• Challenged Athlete’s Foundation Grant
• Foreseeable Future Foundation Grant
• Non-profit organizations, community organizations (e.g. your local Lion’s Club), religious organizations, etc.

Understanding and communicating our rights

• ADA:
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• IDEA
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• “Special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including instruction in physical education.”
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• “Physical education means the development of physical and motor fitness; fundamental motor skills and patterns; and skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports); and includes special physical education, adapted physical education, movement education, and motor development.”
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• Self-Advocacy: “Self-advocacy is a useful skill for blind and low vision students navigating physical education, and educators can support students' development in this area. Empowered self-advocacy consists of knowing one's rights and needs and of being able to express them so that these individual needs can be met. There are a variety of resources available online that can help students develop a step-by-step process for articulating goals and steps of self-advocacy. PE instructors can also help students as they advocate for their individual needs in the classroom by asking questions about students' experiences and providing general information about the ways in which different needs can be met. The more attentive and receptive teachers are to students' advocacy efforts, the better, and teachers should also understand that advocacy is a skill that not at all students are comfortable with. Finally, framing self-advocacy as an opportunity to emphasize one's particular needs, instead of AS a mandatory step in making an environment accessible, can be a helpful mindset.” -JL

For parents, professionals, and blind and visually impaired individuals who would like to share a physical education experience that may be beneficial to others, please email your insight to Ally Keene at mkeen002@odu.edu.