Recommendations for Teaching Blind Students
In Spring 2024, our research team was asked to consult with a physical education teacher program to help develop recommendations for the faculty to help them to offer an appropriate educational learning environment and experience for a blind undergraduate student. To effectively construct recommendations, our research team engaged in a series of meetings and interviews with physical education teacher education faculty, education faculty, as well as the undergraduate physical education teacher education student, to understand their experiences and discuss potential solutions and their viability in this educational context. After completing interviews, all audio-recorded data were transcribed, and transcribed data and researcher notes were analyzed to explore common themes depicting faculty and student experiences. Recommendations were then constructed based on these collective experiences, as well as our pedagogical experience and expertise as research team members.
Here, we share those recommendations with readers in an effort to help future physical education teacher programs offer appropriate educational experiences for blind students. It is important, though, that readers do not assume that this is a universal plan that will 鈥榝ix鈥 all physical education teacher education programs, and engaging in active discussions with faculty and students should be at the forefront for making any educational accommodations or decisions. Rather, this is more so a resource that can start conversations about how one may consider supporting a blind student within their program to help them to be successful.
Background
In Spring 2024, our research team was asked to consult with a physical education teacher program to help develop recommendations for the faculty to help them to offer an appropriate educational learning environment and experience for a blind undergraduate student. To effectively construct recommendations, our research team engaged in a series of meetings and interviews with physical education teacher education faculty, education faculty, as well as the undergraduate physical education teacher education student, to understand their experiences and discuss potential solutions and their viability in this educational context. After completing interviews, all audio-recorded data were transcribed, and transcribed data and researcher notes were analyzed to explore common themes depicting faculty and student experiences. Recommendations were then constructed based on these collective experiences, as well as our pedagogical experience and expertise as research team members.
Here, we share those recommendations with readers in an effort to help future physical education teacher programs offer appropriate educational experiences for blind students. It is important, though, that readers do not assume that this is a universal plan that will 鈥榝ix鈥 all physical education teacher education programs, and engaging in active discussions with faculty and students should be at the forefront for making any educational accommodations or decisions. Rather, this is more so a resource that can start conversations about how one may consider supporting a blind student within their program to help them to be successful.
Recommendations
In the proceeding sections, general recommendations for faculty and the department, and specific recommendations for before, during, and after classes, are presented.
General Recommendations for the Department
Recommendation 1: First and foremost, the faculty should maintain the same expectations for the student as they do any other students. This is not to say that the student must behave in the same exact manner as other students, but rather that the faculty cannot lower their expectations for performance because a student is blind or visually impaired. It is the responsibility of faculty to make activities and classes accessible, and provide the opportunity for the student to excel, but faculty should not lower their expectations for success because of an impairment.
Recommendation 2: We highly encourage faculty to proactively create a line of communication (e.g., emails, text messaging) among administration, faculty, and the student. With this, we find it important that administration informs both faculty and students about schedules, classes, and provides contact information prior to the start of the semester. This may facilitate faculty preparation as well as the student鈥檚 expectation of the course. We also encourage an inter-department line of communication as many classes for students are navigated across departments and campuses.
Recommendation 3: If possible, the faculty would benefit from having a visual impairment/physical activity expert (e.g., orientation and mobility personnel) on retainer to be able to ask questions, in real time, about what to do in various scenarios. This may be a teacher for the visually impaired or an adapted physical activity professional with experience with blind or visually impaired people and sports.
Recommendation 4: Faculty working with the targeted student would benefit from regular meetings to discuss successes and challenges with teaching them within their classes. By working together and sharing successes and challenges, it is possible to begin to develop strategies to remediate some of these issues as a group.
Recommendation 5: The faculty should not expect to use a blind or visually impaired student as an educational tool for other students. That is, it is not reasonable to construct videos of blind or visually impaired students, or to expect blind or visually impaired students to speak with students, about their experiences for inspirational reasons. They must volunteer for such activities.
Recommendation 6: Faculty must be given at least one-month advanced notice that a blind or visually impaired student will be a student within their classes. This should allow for the appropriate amount of time for faculty to prepare for the student, and to work with the student to develop a plan for their success and accessibility within the course.
Recommendation 7: Department administration should work together ensuring that accessible documents are made available to blind and visually impaired students. This should not be the sole responsibility of the faculty. This should include ensuring that the online platform used for classes (e.g., Blackboard, Canvas, BrightSpace), has appropriate accessibility features (e.g., compatible with screen reading technology) and that digitized resources are being made available through the department.
- The department may consider working with the university, at large, to explore options for producing accessible documents. There should be mechanisms in place where faculty or students can request accessible documents, when needed. Again, this should not be a sole responsibility of faculty.
Recommendation 8: Finally, faculty must provide reasonable accommodations for the blind and visually impaired students. While this is a general recommendation, we noticed quite a bit of hesitancy of faculty to sacrifice the 鈥榥ormality鈥 of activities for student鈥檚 needs. This is, in our view, unacceptable. Faculty must be willing to make reasonable changes to activities to ensure that all students within the class, including blind or visually impaired students, can be successful within the class.
- In instances where faculty are unwilling to make accommodations, or believe that a blind student cannot be successful, the department is encouraged to make alterations to the instructor of the course. Students cannot be successful in instances where faculty have 听听听听 negative views toward their capability or abilities to be successful, and it is not reasonable for the students to need to navigate these negative or ableist beliefs.
Recommendations Before and After Class
Recommendation 1: Department faculty should meet with the blind or visually impaired student before each term to discuss a plan for the course, including what exam formats will be used, what expectations there will be, and whether it is a dynamic or lecture course. Department faculty must be open-minded to helping the student to access materials, without lowering expectations for their success. We encourage and support these conversations throughout the semester to either maintain effective mechanisms or to modify when necessary.
Recommendation 2: Prior to classes beginning, we encourage faculty to work with blind or visually impaired students to explore the students鈥 interests, motivation, preferable learning styles, and career goals. These should each be taken into consideration throughout the course. Developing a sound and positive rapport, at this stage, should allow students the comfort with each instructor for them to express their needs and preferences.
- It should not be expected for students to express needs or preferences without a positive relationship with instructors being built first.
Recommendation 3: Communication should be discussed with students prior to each and every course. This should include the best and most appropriate way to establish communication between instructor and blind or visually impaired students. We encourage and support these conversations throughout the semester to either maintain effective mechanisms or to modify when necessary.
Recommendation 4: When an abundance of materials will be shared during a class session, instructors are encouraged to share the materials with blind and visually impaired students at least 24 hours before the class meeting. This can allow them time to review the materials, so that they are able to keep up with conversations and lectures during class.
Recommendation 5: All exams should be given in an accessible form. This may be by providing oral exams, or by using electronic surveys for exams.
Recommendations During Class
Recommendation 1: Blind or visually impaired students must be asked if they would like support from the instructors or peers before support is provided. When support is provided without consent, it creates a de-humanizing effect for them. Instructors are encouraged to check-in when offering support and communicate actively when thinking about how to support their students.
Recommendation 2: The classmates of blind or visually impaired students should not be expected to volunteer to work with them. They must make that decision without pressure from the blind or visually impaired student or the instructor. Having peers being forced to work with them can create social challenges for blind or visually impaired students.
Recommendation 3: Course instructors should feel comfortable with not staying within close proximity to blind students at all times. Being close throughout the class can be detrimental to the student, as well as classmates who do not receive the attention they need and deserve.
Recommendation 4: When possible, faculty should attempt to slow the pace of activities down for the entire class, not just the blind or visually impaired student, so that all students can be successful within activities.
- Alternatively, faculty can provide multiple options for participation at different paces and allow students to select their preferred pace.
Recommendation 5: A variety of sport-related implements that have audio capabilities should be made available to course instructors for blind or visually impaired students within classes. These might include beeping balls or those with bells built within them. These are available at a variety of outlets.
Recommendation 6: If possible, faculty would be encouraged to sit with blind students during classes to help explain visual concepts to them. This should be discussed with the student prior to class.
Recommendation 7: Expressions that appear to use words related to vision, such as 鈥渓ook over here鈥 or other seemingly vision-centric verbiage, should be acknowledged as common language and it is acceptable to be used in lectures. Faculty should realize, though, that the language will not be helpful for someone who does not have vision to direct their attention to a specific place.
Recommendation 8: Rich verbal descriptions of visual elements displayed in class should be provided, when needed. This is considered to be a useful practice that can enhance learning for other students in class 鈥攏ot only blind or visually impaired students. Providing auditory feedback for those that might not capture full details by simply looking at different discipline related objects (e.g., ball size and texture, hurdles) is critical. As progress is made throughout the semester, the amount and frequency of descriptions should be consulted with the blind and visually impaired student.
Recommendation 9: Do not assume that blindfolding a peer will provide a blind student with another student who understands visual impairment or blindness. Blindness is a permanent condition that cannot be taken off or put back on at the will of students, and research has problematized the use of simulations for reasons like this. Rather than blindfolding peers, it is more reasonable to discuss and educate peers on what visual impairment and blindness is and can be like.
Contact Information for Authors听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听
Dr. Justin A. Haegele, PhD
Professor 鈥 Department of Human Movement Sciences Director - Center for Movement, Health, & Disability 香港六合彩资料听
Jhaegele@odu.edu
Dr. Fabian Arroyo Rojas, PhD
Post-Doctoral Scholar 鈥 Department of Kinesiology East Carolina University
Arroyorojasf23@ecu.edu
Ms. Lindsay E. Ball, MSed
Doctoral Scholar 鈥 Department of Human Movement Sciences 香港六合彩资料听
Lball006@odu.edu
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Contexto
En la primavera de 2024, se pidi贸 a nuestro equipo de investigaci贸n que consultara con un programa de profesores de educaci贸n f铆sica para ayudar a desarrollar recomendaciones para los profesores a fin de ayudarles a ofrecer un entorno de aprendizaje educativo y una experiencia adecuados para un estudiante universitario ciego. Para elaborar recomendaciones de manera efectiva, nuestro equipo de investigaci贸n particip贸 en una serie de reuniones y entrevistas con profesores de formaci贸n de profesores de educaci贸n f铆sica, profesores de educaci贸n, as铆 como con estudiantes universitarios de formaci贸n de profesores de educaci贸n f铆sica, para comprender sus experiencias y discutir posibles soluciones y su viabilidad en este contexto educativo. Despu茅s de completar las entrevistas, se transcribieron todos los datos grabados en audio y se analizaron los datos transcritos y las notas de los investigadores para explorar tem谩ticas comunes que describen las experiencias de profesores y estudiantes. Luego se construyeron recomendaciones basadas en estas experiencias colectivas, as铆 como en nuestra experiencia pedag贸gica y conocimientos como miembros del equipo de investigaci贸n.
Aqu铆 compartimos esas recomendaciones con los lectores en un esfuerzo por ayudar a que los futuros programas de profesores de educaci贸n f铆sica ofrezcan experiencias educativas apropiadas para los estudiantes ciegos. Sin embargo, es importante que los lectores no den por hecho que este es un plan universal que "arreglar谩" todos los programas de formaci贸n de docentes de educaci贸n f铆sica, y participar en discusiones activas con profesores y estudiantes debe estar a la vanguardia para tomar cualquier adaptaci贸n o decisi贸n educativa. M谩s bien, se trata de un recurso que puede iniciar conversaciones sobre c贸mo se puede considerar apoyar a un estudiante ciego dentro de su programa para ayudarlo a tener 茅xito.
Recomendaciones
En las secciones siguientes, se presentan recomendaciones generales y espec铆ficas para el profesorado y el departamento para antes, durante y despu茅s de clases.
Recomendaciones generales para el departamento
Recomendaci贸n 1: En primer lugar, los docentes debe mantener las mismas expectativas para el estudiante como lo hacen con cualquier otro estudiante. Esto no quiere decir que el estudiante deba comportarse de la misma manera que otros estudiantes, sino que el cuerpo acad茅mico no puede reducir sus expectativas de rendimiento porque un estudiante es ciego o tiene una discapacidad visual. Es responsabilidad de los docentes hacer que las actividades y clases sean accesibles y brindar la oportunidad al estudiante de sobresalir, pero los profesores no deben reducir sus expectativas de 茅xito debido a una discapacidad.
Recomendaci贸n 2: Recomendamos encarecidamente a los profesores que creen de forma proactiva una l铆nea de comunicaci贸n (p.ej., correos electr贸nicos, mensajes de texto) entre la administraci贸n, los profesores y el estudiante. Con esto, nos parece importante que la administraci贸n informe tanto a profesores como a estudiantes sobre horarios, clases y proporcione informaci贸n de contacto antes del inicio del semestre. Esto puede facilitar la preparaci贸n de los docentes, as铆 como las expectativas del estudiante sobre el curso. Tambi茅n fomentamos una l铆nea de comunicaci贸n entre departamentos, ya que muchas clases para estudiantes se pueden navegar entre departamentos y campus.
Recomendaci贸n 3: Si es posible, el departamento se beneficiar铆a de tener un experto en discapacidad/actividad f铆sica (p. ej., personal de orientaci贸n y movilidad) con contrato para poder hacer preguntas, en tiempo real, sobre qu茅 hacer en diversos escenarios. Puede ser un profesor de personas con discapacidad visual o un profesional de la actividad f铆sica adaptada con experiencia con personas ciegas o con discapacidad visual y con deportes.
Recomendaci贸n 4: Los profesores que trabajan con el estudiante se beneficiar铆an de reuniones peri贸dicas para discutir los 茅xitos y desaf铆os de su ense帽anza dentro de sus clases. Al trabajar juntos y compartir 茅xitos y desaf铆os, es posible comenzar a desarrollar estrategias para remediar algunos de estos problemas como grupo.
Recomendaci贸n 5: Los profesores no deben esperar utilizar a un estudiante ciego o con discapacidad visual como herramienta educativa para otros estudiantes. Es decir, no es razonable crear v铆deos de estudiantes ciegos o con discapacidad visual, ni esperar que los estudiantes ciegos o con discapacidad visual hablen con otros estudiantes sobre sus experiencias por motivos inspiradores. Deben ofrecerse como voluntarios para tales actividades.
Recomendaci贸n 6: Se debe avisar a los profesores con al menos un mes de anticipaci贸n que un estudiante ciego o con discapacidad visual ser谩 un estudiante dentro de sus clases. Esto deber铆a permitir que profesores dispongan de la cantidad de tiempo adecuada para prepararse para el estudiante y trabajar con 茅l para desarrollar un plan para su 茅xito y accesibilidad dentro del curso.
Recomendaci贸n 7: La administraci贸n del departamento debe trabajar en conjunto para garantizar que los documentos est茅n disponibles y accesibles para los estudiantes ciegos y con discapacidad visual. Esto no deber铆a ser responsabilidad exclusiva de los acad茅micos. Esto debe incluir garantizar que la plataforma en l铆nea utilizada para las clases (p.ej., Blackboard, Canvas, BrightSpace) tenga caracter铆sticas de accesibilidad apropiadas (p.ej., compatible con la tecnolog铆a de lectura de pantalla) y que los recursos digitalizados est茅n disponibles a trav茅s del departamento.
- El departamento puede considerar trabajar con la universidad en general para explorar opciones para producir documentos accesibles. Deben existir mecanismos donde los profesores o los estudiantes pueden solicitar documentos accesibles, cuando sea necesario. Una vez m谩s, esto no deber铆a ser una 煤nica responsabilidad de los docentes.
Recomendaci贸n 8: Finalmente, los profesores deben proporcionar adaptaciones razonables para los estudiantes ciegos y con discapacidad visual. Si bien esta es una recomendaci贸n general, notamos bastante vacilaci贸n por parte de los profesores a la hora de sacrificar la "normalidad" de las actividades por las necesidades de los estudiantes. Esto es, en nuestra opini贸n, inaceptable. Los profesores deben estar dispuestos a realizar cambios razonables en las actividades para garantizar que todos los estudiantes de la clase, incluidos los estudiantes ciegos o con discapacidad visual, puedan tener 茅xito dentro de la clase.
- En los casos en que los profesores no est茅n dispuestos a hacer adaptaciones o crean que un estudiante ciego no puede tener 茅xito, se alienta al departamento a realizar modificaciones con el instructor del curso. Los estudiantes no pueden tener 茅xito en casos en los que los profesores tienen opiniones negativas sobre su capacidad o habilidades para tener 茅xito, y no es razonable que los estudiantes necesiten navegar estas creencias negativas o capacitistas.
Recomendaciones Antes y Despu茅s Clase
Recomendaci贸n 1: Los docentes en el departament deber铆an encontrarse con el estudiante ciego o con discapacidad visual antes cada semestre a conversar un plan para el curso, que incluya qu茅 formatos de examen se utilizar谩, qu茅 expectativas habr谩 y si se trata de un curso pr谩ctico o te贸rico. Los profesores del departamento deben tener la mente abierta para ayudar al estudiante a acceder a los materiales, sin reducir las expectativas de 茅xito. Alentamos y apoyamos estas conversaciones a lo largo del semestre para mantener mecanismos efectivos o modificarlos cuando sea necesario.
Recomendaci贸n 2: Antes de que comiencen las clases, alentamos a los profesores a trabajar con estudiantes ciegos o con discapacidad visual para explorar sus intereses, motivaci贸n, estilos de aprendizaje preferibles y objetivos profesionales. Cada uno de estos deber铆an ser tomados en consideraci贸n a lo largo del curso. En este escenario, desarrollar una relaci贸n positiva, deber铆a permitir a estudiantes la comodidad con cada instructor para a ellos expresar sus necesidades y preferencias.
- No se deber铆a esperar que estudiantes expresen necesidades o preferencias sin primero se construye una relaci贸n positiva con los instructores.
Recomendaci贸n 3: La comunicaci贸n deber铆a ser discutida con estudiantes previo a cada curso. Esto deber铆a incluir la mejor y m谩s apropiada forma de establecer comunicaci贸n entre instructor y estudiantes ciegos o con discapacidad visual. Alentamos y apoyamos estas conversaciones a lo largo del semestre para mantener mecanismos efectivos o modificarlos cuando sea necesario.
Recomendaci贸n 4: Cuando se comparte una gran cantidad de materiales durante una sesi贸n de clase, los instructores deber铆an compartir los materiales con estudiantes ciegos y con discapacidad visual en el menos 24 horas antes de clase. Este puede permitir a los estudiantes revisar los materiales, y as铆 mantener conversaciones y el seguimiento durante la clase.
Recomendaci贸n 5: Todo examen deber铆a ser dado en una forma accesible. Esto puede ser proporcionando ex谩menes orales o utilizando encuestas electr贸nicas para los ex谩menes.
Recomendaciones Durante Clase
Recomendaci贸n 1: Se debe preguntar a los estudiantes ciegos o con discapacidad visual si desean apoyo de los instructores o compa帽eros antes de brindarles el apoyo. Cuando el apoyo se brinda sin consentimiento, se crea un ambiente efecto deshumanizante para ellos. Los instructores son motivados a preguntar cu谩ndo ofrecer apoyar y comunicarse activamente cuando piensan en apoyar a sus estudiantes.
Recomendaci贸n 2: No se debe esperar que los compa帽eros de clase de estudiantes ciegos o con discapacidad visual sean voluntarios para trabajar con ellos. Deben tomar esa decisi贸n sin presi贸n de parte del estudiante ciego o con discapacidad visual o del instructor. Que se obligue a sus compa帽eros a trabajar con ellos puede crear desaf铆os sociales para los estudiantes ciegos o con discapacidad visual.
Recomendaci贸n 3: Los instructores deber铆an sentirse c贸modos no estando muy cerca de los estudiantes ciegos en todo momento. Estar cerca durante toda la clase puede ser perjudicial para el estudiante, as铆 como para los compa帽eros que no reciben la atenci贸n que necesitan y merecen.
Recomendaci贸n 4: Cuando sea posible, los docentes deber铆an intentar disminuir el ritmo de las actividades para toda la clase, no solo para los estudiantes ciegos o con discapacidad visual, para que todos los estudiantes puedan tener 茅xito en las actividades.
- De manera alternativa, los docentes pueden proporcionar m煤ltiples opciones de participaci贸n en diferente ritmos y permitir a los estudiantes seleccionar su ritmo preferido.
Recomendaci贸n 5: Una variedad de implementos deportivos con capacidades sonoras deber铆an estar disponible para los instructores de cursos para estudiantes ciegos o con discapacidad visual dentro de las clases. Estos pueden incluir balones que suenan o aquellas con campanas incorporadas. Estos est谩n disponibles en una variedad de puntos de venta.
Recomendaci贸n 6: Cuando sea posible, los docentes pueden sentarse con estudiantes ciegos durante las clases para facilitar explicarles conceptos visuales. Esto debe discutirse con el estudiante antes de la clase.
Recomendaci贸n 7: Expresiones que parecen utilizar palabras relacionadas con la visi贸n, como 鈥渕irar aqu铆鈥 o otros t茅rminos aparentemente centrado con lenguaje visual, deber铆a ser admitido como lenguaje com煤n y es aceptable su uso en clases. Sin embargo, los profesores deben darse cuenta de que el lenguaje no ser谩 煤til para alguien quien no tiene visi贸n para dirigir su atenci贸n a un lugar u objeto espec铆fico.
Recomendaci贸n 8: Cuando sea necesario, se deben proporcionar descripciones verbales detalladas de los elementos visuales mostrados en clase. Esto se considera una pr谩ctica 煤til que puede mejorar el aprendizaje de otros estudiantes en clase 鈥攏o solo estudiantes ciegos o con discapacidad visual. Proporcionar comentarios verbales podr铆a ser fundamental para aquellos que no capturan todos los detalles simplemente mirando diferentes objetos relacionados con la disciplina (p.ej., tama帽o y textura de la pelota, obst谩culos). A medida que se avanza a lo largo del semestre, se debe consultar con el estudiante ciego y con discapacidad visual la cantidad y frecuencia de las descripciones.
Recomendaci贸n 9 : No asuma que vendarle los ojos a un compa帽ero proporcionar谩 a un estudiante que entienda una discapacidad visual o ceguera. La ceguera es condici贸n permanente que no puede ser removida a la voluntad de los estudiantes ciegos o con discapacidad visual y la investigaci贸n ha problematizado el uso de simulaciones o desensibilizaci贸n por razones como 茅sta. En lugar de vendar los ojos a los compa帽eros, es m谩s razonable discutir y educar a los compa帽eros sobre c贸mo son y pueden ser la discapacidad visual y la ceguera.
Contacto Informaci贸n para Autores听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听
Dr. Justin A. Haegele, PhD
Professor 鈥 Department of Human Movement Sciences Director - Center for Movement, Health, & Disability 香港六合彩资料
Jhaegele@odu.edu
Dr. Fabi谩n Arroyo Rojas, PhD
Post-Doctoral Scholar 鈥 Department of Kinesiology East Carolina University
Arroyorojasf23@ecu.edu
Lindsay E. Ball, MSed
Doctoral Scholar 鈥 Department of Human Movement Sciences 香港六合彩资料
Lball006@odu.edu