1. The O&M Specialist’s Role in Facilitating Transition to Adult Fitness Programs Dr. Kathy Zwald, Ph.D, COMS Arizona School for the Deaf & Blind North Carolina Central University and the University of Arizona

2. Bell work What is your philosophy of physical activity? Do you think individuals with visual impairments can access adult fitness programs? Do your students have access to physical education programs? What is their motivation to be physically active?

3. Impact of Visual Impairment on Sensorimotor Development In sighted infants and children, vision plays a primary role in the development of sensorimotor skills Vision stimulates reach and a desire to move ◦ Self-initiated exploration and movement are notable decreased in children with visual impairments 3

4. Impact of Visual Impairment on Sensorimotor Development Blind and sighted children start out developing equally Differences begin at 4-6 months ◦ Esp. in reaching, rolling, crawling Delays can be of 3-6 months or more The more severe the vision loss the more impacted the motor development 4

5. Impact of Visual Impairment on Sensorimotor Development In addition to kinesthetic delays, children may not move because ◦ of a lack of spatial understanding ◦ of not understanding that objects exist that might want to move to 5

6. Impact of Visual Impairment on Sensorimotor Development Visual imitation is the primary means of learning locomotor skills ◦ Up to 90% of learning is visual ◦ Most of visual learning happens in the first three years of life Even minor visual impairments can impact the ability to visually imitate movement 6

7. Impact of Visual Impairment on Sensorimotor Development Lack of movement can be caused by (or cause) ◦ Poor spatial understanding ◦ Poor proprioception ◦ Poor vestibulation ◦ Poor muscle tone and coordination 7

8. ISSUES IN THE DEVELOPMENT OF MOVEMENT IN THE CHILD WHO IS VISUALLY IMPAIRED Sighted Child Child with Visual Impairment Birth to Three Months Prone head lifting Prone with shifts toward pelvis Supine relaxing flexion Delayed movement against gravity Delayed head control Possible dislike of prone

9. Four to Seven Months Sighted ChildChild with Visual Impairment Weight shift for reach and play on tummy Reach from supported sitting and supine Play with feet in supine Rolling Sitting independently Weight shifts for play in sitting Lots of rotation Less weight shift Reduced reaching and exploration Less interest in feet Less rolling Sits when placed More straight planes movement

10. Sighted ChildChild with Visual Impairment Eight to Twelve Months Creeps on all fours Pulls to stand Moves freely to get desires toy In and out of sitting Lots of rotation Less movement from sitting Hesitation for creeping Needs encouragement for pull to stand Less toy exploration due to sight restrictions Less confidence in movement

11. Sighted Child Child with Visual Impairment Twelve Plus Months Independent walkingNeeds encouragement for walking

12. Important Statistics 30% of adolescents are overweight 15% are obese Physical Education is no longer required in middle school and only one semester in High School Percentage of adults participating in physical activity is decreasing each year Statistics report that as we age we become more sedentary Positive correlation between O&M skills, physical activity and successful employment

13. Why is physical activity important for students with visual impairments? Children with visual impairments have less well- developed motor skills & lower levels of fitness compared to their same aged peers The more visually impaired, the slower the child’s rate of development Youngsters with visual impairments demonstrate delays in mobility and locomotor related movements

14. Why, cont’d Delays of up to 6 months in manipulation skills, play, physical development and social skills Individuals with visual impairments expend more energy in movement in activities of daily living than their same aged sighted peers Increasing levels of physical activity can foster healthy lifestyles and overall quality of life

15. Why, cont’d A strong association between the lack of motor development & emotional and behavioral deficits in children with visual impairments Have same physical potential as sighted peers but often lack opportunities to reach potential

16. Barriers to Accessing Physical Education & Community Activities Lack of knowledge by general physical education teachers Used as pull-out for other related services Excused because of disability Not eligible for adapted physical education services Over protection by parents and other teachers

17. Pedagogical techniques for improving levels of motor skills Verbal Instructions (corrective, positive and positive specific feedback especially for a new learner) Demonstrations using models & Tactile symbols Tactile Modeling ◦ Brailling ◦ Physical Guidance

18. Benefits of Tactile Modeling Proprioceptive feedback from tactile prompt Kinesthetic cue for desired movement Increases understanding of the movement Awareness of correct form

19. Issues with Tactile Modeling Often misunderstood or misinterpreted Hypersensitivity to touch (tactile defensiveness) Document on lesson plans, progress reports for clarity concerning the intention of physical touch

20. Inclusion in PE Collaborate with the general physical education teachers, in ways to include a student into the program Provide modifications specific to the visual impairment Work with the student in and out of the class to understand the skills being taught in a general physical education class

21. Examples of physical activities for students with visual impairments Open & Closed Skills Games – Beep Baseball/Kickball, Goal Ball Locomotor and non-locomotor skills Therapy ball activities Physical fitness stations Weight training and cardiovascular awareness

22. Common Assessment Tools Brockport Physical Fitness Test Test of Gross Motor Development TAPS ECC – Recreation & Leisure Unit

23. What can we do to promote physical activity throughout their lifetime Validate the importance of physical activity Provide some time to engage in physical activities Assess the student’s ability to perform locomotor skills Discuss with student the need for a balance between proper nutrition & physical activity

24. Transitioning to adult physical activities Explore community programs Find mentors who share the same goals In-service training at facilities Include the recreation and leisure components Sports – USABA Camp Abilities Begin EARLY, EARLY, EARLY

25. Questions and Comments

26. Acknowledgement This is an important topic that needs attention from everyone concerned with the health and welfare of children with or without disabilities