‘It’s better than going into it blind’: reflections by people with visual impairments regarding the use of simulation for pedagogical purposes

Abstract

Disability simulations have been advocated as a tool to facilitate pedagogical learning among prospective physical education (PE) teachers. However, much of the research currently available neglect the views of people with disabilities about the development and use of such simulations. To address this omission, this study used vignettes and telephone interviews to elicit the views of nine people with visual impairments (VI) regarding the value (or not) of simulating this impairment with prospective PE teachers. Data were analysed thematically and the following themes were constructed in the process:(1) Involving people with VI in simulations; (2) Diversity and complexity of VI; (3) Adapting learning activities; (4) Grouping pupils in relation to 'ability'; and (5) Seeking the senses and touch as a pedagogical tool. Our findings suggest that simulating VI can (a) facilitate learning about how to plan and teach activities that are tailored to the needs and capabilities of pupils with VI thereby responding creatively to the challenges of inclusion in PE lessons, (b) broaden prospective teachers' beliefs about ability beyond the physical to include the social, affective and cognitive domains, (c) act as a potential avenue for prospective PE teachers to develop more complex and nuanced views about VI and their own sightedness, and (d) contribute towards disrupting ocular centric, ableist notions of pedagogy in PE as a way of enhancing the meaningful experiences of pupils with VI in lessons. In closing, we reflect on the need for research into the ethics of constructing and delivering VI simulations without involvement from people living with this impairment.

Toward a Conceptual Understanding of Inclusion as Intersubjective Experiences

“…Some considerations for the development of nonjudgmental relationships from Shirazipour and colleagues (2017) can become central to the work of educators to foster welcoming spaces, such as activities wherein students learn about an individual’s capabilities, ask that person to demonstrate those skills, and recognize and appreciate those skills. There is perhaps also a need to disrupt dominant, ableist perceptions of ability, which elevate normative ways of doing and being, because they, too, act as barriers to disabled students experiencing feelings of acceptance and, as we discuss below, value (Maher et al, 2021).…”

“…Thus, we encourage scholars to amplify the voices of disabled participants to help liberate their perspectives as co-constructors of knowledge. In this respect, it is proper to acknowledge that disabled students have expert knowledge about disability because it is inscribed in their lived and living bodies (Maher et al, 2021). Similarly, because intersubjective experiences are encoded in the bodies of disabled students, we, like Spencer-Cavaliere and Watkinson (2010), advocate for the conceptualization of inclusion as requiring investigation of the inclusiveness of experiences from the perspectives of those being included.…”

Exclusion, inclusion and belonging in mainstream and disability sport: Jack’s story

“…Nonetheless, it is important to note that the agents at Wood View FC -coach, parents and other players -had constructed their own hierarchy of ability which positioned Jack at the top. Saying that, it was significant that Jack's abilities were no longer being judged through an ableist lens (Maher, Haegele, and Sparkes 2021), which in turn impacted positively on his perception self-value. White and Mackenzie-Davey (2003) defined feeling valued as 'a positive affective response arising from a confirmation, within a congruent set of criteria, of an individual's possession of the qualities on which worth or desirability depends' (p. 228).…”