Physical Education for Blind Children in Public Elementary Schools

In this paper I wish to discuss the following question: What change's or modifications would be needed to integrate blind and/or severely visually impaired children into an effective elementary school physical education program so that they could achieve optimum growth? To expand upon this question and to work toward an answer, we will employ the following organization: We shall first have ro develop a philosophy of physical education for blind children. Then we shall discuss ways of putting this philosophy into action. Finally, we shall discuss suggested modifications of activities and methods of instruction. D One of the most important things about physical education is that it is for all children, not just those who are especially good at athletics. Oberteuffer1 stresses that any youngster who is well enough to be in school is well enough to receive a physical education adapted. to his needs and conditions. Physical educators today believe that "the handicapped or atypical child can best learn to live a normal life if he participates as fully as possible in the school life of normal children." In fact, students who have any permanent handicap need help "in making better adjustments to their disabilities and in finding ways to compensate for them." This is especially true in physical education. Fait says: "Blind children have the same needs for physical activity as other children."4 And Cutsforth observes that, "In order to achieve a uniformity of motor development, the child, whether blind or seeing, must experience a diversity of muscular activity." As with most handicapped children, partially sighted or blind youngsters will want to participate as nearly as possible on an equal basis with their classmates and giving them this opportunity is one of the greatest contributions the physical education class can make toward their wellbeing. 6 Furthermore,