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Physical Education and Transition Planning Experiences Relating to Recreation among Adults Who Are Deafblind: A Recall Analysis

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Title: Physical Education and Transition Planning Experiences Relating to Recreation among Adults Who Are Deafblind: A Recall Analysis
Language: English
Authors: Lieberman, Lauren J., Kirk, T. Nicole, Justin A. Haegele
Source: Journal of Visual Impairment & Blindness. Jan-Feb 2018 112(1):73-86.
Availability: American Foundation for the Blind. 11 Penn Plaza Suite 300, New York, NY 10001. Tel: 800-232-5463; Tel: 212-502-7600; e-mail: afbinfo@afb.net; Web site: http://www.afb.org/store
Peer Reviewed: Y
Page Count: 14
Publication Date: 2018
Intended Audience: Practitioners
Document Type: Journal Articles
Reports - Research
Descriptors: Physical Education, Transitional Programs, Deaf Blind, Physical Recreation Programs, Adults, Physical Education Teachers, Recreational Activities, Physical Activities, Visual Impairments, Blindness, Deafness, Questionnaires, Individualized Education Programs, Disabilities, Educational Legislation, Federal Legislation, Equal Education
Geographic Terms: Florida (Orlando)
Laws, Policies and Program Identifiers: Individuals with Disabilities Education Act
ISSN: 0145-482X
Abstract: Introduction: Children who are deafblind have unique educational needs, especially when it comes to developing a foundation for recreation. This foundation includes a well-rounded physical education program. Purpose: The purpose of this study was to explore the experiences of adults who are deafblind as they recall their involvement in physical education and transition planning relating to recreation. Methods: A panel of experts validated a questionnaire related to participation in physical education, the Individual Education Program (IEP), and transition meetings. Individuals who are deafblind were interviewed at the Seabeck Deafblind Retreat and at the International Deafblind Expo in Orlando, Florida. Data were analyzed by demographics, frequency counts, and qualitative responses to the open-ended questions. Results: The study had three major findings: (1) Most participants were involved in their IEP meetings, yet the physical education teacher was not included in these meetings and the need for physical education and accommodations during physical education were not typically addressed. (2) Most participants attended their transition meetings, yet most never discussed recreation or physical activity--let alone how to overcome barriers to their preferred activities. (3) The majority of participants revealed that they are currently not involved in the recreation activities that they want to be. They expressed dissatisfaction with the support they received in the transition process that would have enhanced quality recreation in their lives. Discussion: Based on the results presented here, participants were dissatisfied with the lack of physical education teacher involvement with IEP meetings and the limited discussion of recreation and physical activity during transition, which may have caused them to be less prepared for engagement in physical activity and recreation as adults than they might have been if more attention had been paid to these issues. Ensuring that professional preparation programs in both physical education and deafblind education emphasize the importance of modifications to the physical education curriculum as well as involvement of the whole multidisciplinary team in IEP meetings can set the student up for a successful adult life. Last, transition meetings should include the student's preferred recreation and physical activities as well as discuss the barriers to those activities. Including these topics in every transition meeting may help adolescents who are deafblind navigate their preferred recreation activities in their future. Implications for practitioners: Training for current interveners and deafblind specialists should include ideas for modification to physical education. In addition, training for physical education teachers should include how to modify activities for children and youths who are deafblind. Transition training programs throughout the United States should include information about the children's recreation interests (inside and outside of the home) as well as how to overcome barriers they may face in accessing those choices.
Abstractor: As Provided
Number of References: 25
Entry Date: 2018
Accession Number: EJ1171913
Database: ERIC
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  Data: Physical Education and Transition Planning Experiences Relating to Recreation among Adults Who Are Deafblind: A Recall Analysis
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  Data: <searchLink fieldCode="AR" term="%22Lieberman%2C+Lauren+J%2E%22">Lieberman, Lauren J.</searchLink><br /><searchLink fieldCode="AR" term="%22Kirk%2C+T%2E+Nicole%22">Kirk, T. Nicole</searchLink><br /><searchLink fieldCode="AR" term="%22Justin+A%2E+Haegele%22">Justin A. Haegele</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Visual+Impairment+%26+Blindness%22"><i>Journal of Visual Impairment & Blindness</i></searchLink>. Jan-Feb 2018 112(1):73-86.
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  Data: American Foundation for the Blind. 11 Penn Plaza Suite 300, New York, NY 10001. Tel: 800-232-5463; Tel: 212-502-7600; e-mail: afbinfo@afb.net; Web site: http://www.afb.org/store
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Deaf+Blind%22">Deaf Blind</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Recreation+Programs%22">Physical Recreation Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education+Teachers%22">Physical Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Recreational+Activities%22">Recreational Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activities%22">Physical Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Impairments%22">Visual Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Blindness%22">Blindness</searchLink><br /><searchLink fieldCode="DE" term="%22Deafness%22">Deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Education+Programs%22">Individualized Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Legislation%22">Federal Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Florida+%28Orlando%29%22">Florida (Orlando)</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22Individuals+with+Disabilities+Education+Act%22">Individuals with Disabilities Education Act</searchLink>
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  Data: 0145-482X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Introduction: Children who are deafblind have unique educational needs, especially when it comes to developing a foundation for recreation. This foundation includes a well-rounded physical education program. Purpose: The purpose of this study was to explore the experiences of adults who are deafblind as they recall their involvement in physical education and transition planning relating to recreation. Methods: A panel of experts validated a questionnaire related to participation in physical education, the Individual Education Program (IEP), and transition meetings. Individuals who are deafblind were interviewed at the Seabeck Deafblind Retreat and at the International Deafblind Expo in Orlando, Florida. Data were analyzed by demographics, frequency counts, and qualitative responses to the open-ended questions. Results: The study had three major findings: (1) Most participants were involved in their IEP meetings, yet the physical education teacher was not included in these meetings and the need for physical education and accommodations during physical education were not typically addressed. (2) Most participants attended their transition meetings, yet most never discussed recreation or physical activity--let alone how to overcome barriers to their preferred activities. (3) The majority of participants revealed that they are currently not involved in the recreation activities that they want to be. They expressed dissatisfaction with the support they received in the transition process that would have enhanced quality recreation in their lives. Discussion: Based on the results presented here, participants were dissatisfied with the lack of physical education teacher involvement with IEP meetings and the limited discussion of recreation and physical activity during transition, which may have caused them to be less prepared for engagement in physical activity and recreation as adults than they might have been if more attention had been paid to these issues. Ensuring that professional preparation programs in both physical education and deafblind education emphasize the importance of modifications to the physical education curriculum as well as involvement of the whole multidisciplinary team in IEP meetings can set the student up for a successful adult life. Last, transition meetings should include the student's preferred recreation and physical activities as well as discuss the barriers to those activities. Including these topics in every transition meeting may help adolescents who are deafblind navigate their preferred recreation activities in their future. Implications for practitioners: Training for current interveners and deafblind specialists should include ideas for modification to physical education. In addition, training for physical education teachers should include how to modify activities for children and youths who are deafblind. Transition training programs throughout the United States should include information about the children's recreation interests (inside and outside of the home) as well as how to overcome barriers they may face in accessing those choices.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 73
    Subjects:
      – SubjectFull: Physical Education
        Type: general
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: Deaf Blind
        Type: general
      – SubjectFull: Physical Recreation Programs
        Type: general
      – SubjectFull: Adults
        Type: general
      – SubjectFull: Physical Education Teachers
        Type: general
      – SubjectFull: Recreational Activities
        Type: general
      – SubjectFull: Physical Activities
        Type: general
      – SubjectFull: Visual Impairments
        Type: general
      – SubjectFull: Blindness
        Type: general
      – SubjectFull: Deafness
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Individualized Education Programs
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      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Educational Legislation
        Type: general
      – SubjectFull: Federal Legislation
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      – SubjectFull: Equal Education
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      – SubjectFull: Florida (Orlando)
        Type: general
      – SubjectFull: Individuals with Disabilities Education Act
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    Titles:
      – TitleFull: Physical Education and Transition Planning Experiences Relating to Recreation among Adults Who Are Deafblind: A Recall Analysis
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