Physical Education Experiences at Residential Schools for Students who Are Blind: A Phenomenological Inquiry

Abstract

Introduction Recently, researchers have explored the perspectives of those with disabilities to better understand their experiences in physical education. However, little has been done with focusing on those with visual impairments. Utilizing a qualitative interpretive phenomenological analysis framework, the purpose of this study was to examine the meaning that adults with visual impairments who attended residential schools for students who are blind ascribed to their physical education experiences. Methods A group of five adult males who attended physical education at residential schools in the United States were purposely selected for this study. Data were collected via semistructured telephone interviews and reflective interview notes. Data were analyzed using a five-step analytical process, and recurring themes were summarized and presented as results. Results and discussion Two broadly defined interrelated themes emerged from the participants’ narratives. One theme, “being the only blind guy, to being one of the crowd,” explained how differences in school settings contributed to the differences experienced by participants when attending residential and public or community schools. Cumulatively, participants described their residential school experiences as more inclusive and explained feelings of “being normal.” The second theme, “the bullies and the bullied,” explained the lived experiences of participants within the social dynamics of physical education environments and showed perceptions of those who were “able” and “less able.” Implications for practitioners Listening to the voices of individuals with disabilities can afford researchers and teachers with a better understanding of how they experience classes and help identify strategies to improve instruction. Two important implications for physical education teachers derived from this study were to ensure that adaptations are made to meet students’ needs, and that students are afforded choices within their physical education curriculum. Furthermore, in addition to experiences of bullying in inclusive settings, practitioners must be aware of these instances in residential schools as well.

Non-accidental harms (‘abuse’) in athletes with impairment (‘para athletes’): a state-of-the-art review

“…All were published within the past six years. Of those, two studies employed a qualitative design,51 52 one used quantitative methods53 and five employed a mixed methods study design (eg, combination of in-person or telephone interview and a survey tool) 54–58. Four studies were conducted in the USA, while the remainder were conducted in the UK, the Netherlands and Australia.…”

“…Total sample size ranged from five participants52 to 6124 participants 54 55. While all studies included Para athletes (1%–100% of total study sample), only five included results and conclusions specific to Para athletes.…”

Youth leisure-time physical activity from the perspectives of young adults with visual impairments

“…Socialization experiences were particularly meaningful in contributing the participants' preferences of unstructured physical activities. It is known that social interactions during structured school-based physical activities (e.g., physical education) between youth with disabilities and typically developing peers tend to be stressful or negative (Haegele, Sato et al 2017;Lieberman et al 2006). For example, in research by Orr, Tamminen, Sweet, Tomasone, and Arbour-Nicitopoulos (2018), youth with physical disabilities described being alienated and treated as an "other" by their peers during structured team sport activities.…”

“…In recent years, research examining physical activity experiences from the embodied perspectives of individuals with visual impairments has focused primarily on experiences in schoolbased physical education (Alves, Haegele, & Duarte, 2018;de Schipper, Lieberman, & Moody, 2017;Haegele & Kirk, 2018;Haegele, Sato, Zhu, & Avery, 2017;Haegele, Zhu, & Davis, 2017;Lieberman, Robinson, & Rollheiser, 2006). Several consistent findings emerge across this line of inquiry.…”

“…For example, it is clear that perceptions of able and unable bodies are central to how individuals with visual impairments experience physical education and can inform experiences of belittlement and discriminations by stakeholders and peers (Haegele & Kirk, 2018;. In addition, peer social interactions tend to be characterized as challenging or negative during physical education classes, regardless of educational setting (Haegele, Sato et al, 2017;Lieberman et al, 2006). Feelings of frustration and inadequacy experienced by individuals with visual impairments can influence them to self-select removal from physical education activities to engage in low-cost sedentary activities .…”