Barriers and challenges for visually impaired students in PE. An interview study with students in Austria, Germany and the USA.

Autor/inn/en	Ruin, Sebastian; Haegele, Justin A.; Giese, Martin; Baumgärtner, Jana
Titel	Barriers and challenges for visually impaired students in PE. An interview study with students in Austria, Germany and the USA. Gefälligkeitsübersetzung: Barrieren und Herausforderungen für sehbehinderte Schüler im Sportunterricht. Eine Interviewstudie mit Schülern in Österreich, Deutschland und den USA.
Quelle	In: International journal of environmental research and public health, 20 (2023) 22, [17 S.] PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1660-4601; 1661-7827
DOI	10.3390/ijerph20227081
Schlagwörter	Erfahrung; Interview; Qualitative Analyse; Umfrage; Angst; Emotion; Kind; Schülerperspektive; Körper (Biol); Gesundheit; Freiheit; Norm; Bewegungsaktivität; Körpererfahrung; Sportaktivität; Sportpädagogik; Sportunterricht; Behinderung; Blindheit; Körperbehinderung; Sehbehinderung; Sinnesbehinderung; Deutschland; USA; Österreich
Abstract	Physical education (PE) is an important part of school education worldwide, and at the same time, almost the only subject that explicitly deals with body and movement. PE is therefore of elementary importance in the upbringing of young people. This also applies to children with visual impairments. However, existing findings on participation and belonging in PE as well as on physical and motor development reveal that this group of children and adolescents is noticeably disadvantaged in this respect. Against this background, this paper aims to explore fundamental barriers and challenges across different types of schools, types of schooling, and countries from the perspective of visually impaired children. The qualitative interview study with 22 children with visual impairments at different types of schools in three countries (Austria, Germany, USA) reveals that none of the respondents could escape the power of social distinctions and related problematic and existing hierarchies. Hence, ideas of normality and associated values remain the main challenge for all of them. However, the type-forming analysis provides important insight across settings on how visually impaired children differ on this, allowing for greater sensitivity to the concerns of children with visual impairments. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2024/1