Going Places: Transition Guidelines for Community-Based Physical Activities for Students Who Have Visual Impairements, Blindness, or Deafblindness

2006·21.4 MB·English

by  Laren J. Lieberman

Scott J. Modell, Ph.D.
Paul Ponchillia, Ph.D.
Ileah Jackson, B.S.
Tristan Pierce
American Printing House for the Blind
1839 Frankfort Avenue
Louisville, KY 40206-0085

Transition Guidelines for
Community-Based Physical Activities
for Students Who Have Visual Impairments,
Blindness, or Deafblindness
Lauren J. Lieberman, Ph.D.
SUNY Brockport
Scott J. Modell, Ph.D.
California State University,
Sacramento
Paul Ponchillia, Ph.D.
Western Michigan University
Ileah Jackson, B.S.
California State University,
Sacramento
flPh
AMERICAN PRINTING HOUSE
FOR THE BLIND, INC,
Lieberman, Lauren J., 1965-
Going Places: Transition guidelines for community-
based physical activities for students who have visual
impairments, blindness, or deafblindness/Lauren J.
Lieberman, Scott J. Modell.
Copyright © 2006, American Printing House for the
Blind, Inc. Louisville, KY 40206-0085
All rights reserved.
Printed in the United States of America
This publication is protected by Copyright and
permission should be obtained from the publisher prior
to any reproduction, storage in a retrieval system, or
transmission in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise.
For information regarding permissions, write to:
American Printing House for the Blind, Inc.
Resource Services
1839 Frankfort Avenue
Louisville, KY 40206-0085
Catalog Number 7-13090-00
Going Places Meets National Standards
The six national content standards on
physical education established by the
National Association for Sport & Physical
Education (NASPE) have been addressed
in this fun to read resource on community-
based, independent physical activities for
individuals who have visual impairments,
blindness, or deafblindness.
1. Competency in motor skills and
movement patterns are further
developed during the learning phase of a
new activity and will continue to improve
as specific sport tasks skills are acquired.
2. The finer understanding of movement
concepts, principles, strategies, and
tactics as they apply to the learning
and performance of preferred physical
activities will be acquired by the reader
and is demonstrated in the many
examples presented by the authors.
3. The authors explain clearly key elements
that are needed to acquire the desire to
participate regularly in physical activity.
4. Through excellent appendices on home
fitness activities and nutrition, the
reader learns about achieving and
maintaining a health-enhancing level
of physical fitness.
5. The unit on safety and self-advocacy
exhibits responsible personal and social
behavior that respects self and others in
physical activity settings.
6. The athletes' vignettes (shared stories)
demonstrate how these role models
value physical activity for health,
enjoyment, challenge, self-expressions,
and/or social interaction.
Going Places provides individuals with visual
impairments a foundation for healthy, active
lifestyles that support learning, promote
independence, and ensure future success.
Going Places is based on health, physical
education, recreation, and social research,
as is demonstrated by the citations and
personally related stories. For validity it was
field tested with the population for which
it was intended, teenaged students and
young adults with visual impairments. Sports
professionals, professors teaching university
vision programs, adapted physical education
teachers, and itinerant and classroom
iv — Going Places
teachers of the visually impaired reviewed
the product as well.
"Many of our students do not participate in
physical activities, even on just a social level.
I believe that many are not aware what is
available and how to make it happen for
them. Going Places wonderfully addresses
this need."
Field Test Site Coordinator
"I believe that students in early middle
school and TVIs should complete this book
as part of their expanded core learning. Early
awareness would allow the students and
TVIs time and longitudinal opportunities to
explore, develop, and become engaged in
the aspects covered in this book."
Field Test Site Coordinator
"I think this will be a very useful resource for
teens and their parents—helping them "think
outside the box" that the rest of society
may want to regulate them to. There are a
number of systematically applied strategies
that are used by teachers, but are not readily
apparent to the lay-person and definitely not
the consumer (the student). Tools like the
Variable Preference Table and the Activity
Rating Chart will help the reader go about
the business of identifying and selecting
activities of interest systematically. The
layout of the book seems appropriate with
lots of white space, few but clear graphics,
and a good font size for readers with
visual impairments."
Professional Reviewer
A pre test was used to measure the students'
knowledge in physical fitness, recreational
activities, nutrition, safety, and self-advocacy
prior to reading the book. Chapter post
quizzes were administered throughout the
field test period. The average pre test score
was 65% and the average post test score
was 87%. All students showed improvement.
"Many blind people feel participating in
physical activities would be too challenging
and many adults feel these activities are too
risky or out of the question, but this book
teaches that participation is possible. It talks
a lot about transportation and methods of
getting things you need rather than relying
on your parents. I loved doing this project."
Student, Massachusetts
vi — Going Places