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Evolving Universe and Feel the Impact are NASA astronomy modules adapted for students with visual impairments. Both include alternate student texts and tactile graphics cards. The SEE Project develops "Braille / tactile … space science activities and observing programs that actively engage blind and visually impaired students from elementary grades through introductory college level in space science."
Source: Initiative to Develop Education though Astronomy and Space Science (IDEAS)Physical education teachers learn what they "should keep in mind when working with a student with a visual impairment," including a list of instructional strategies and suggested modifications of the environment.
Source: PELinks4UPhysical education teachers learn what they "should keep in mind when working with a student with a visual impairment," including a list of instructional strategies and suggested modifications of the environment.
Source: PELinks4UThis site provides information about how to become an adapted physical education instructor, how IEPs are tied to Physical Education, the role of the adapted phys. ed. teacher, national standards and certification, and adapted physical education for students who are blind or visually impaired.
Source: PEteacherEDU.orgA range of resources can be found here, including general adaptations, assessment instruments, information for parents, products, and research.
Source: PE CentralAPENS promotes the standards for adapted physical educators. This site contains information on Adapted Physical Education, including history and related links.
These guides for adaptive physical education cover archery, bowling, golf, strength training, badminton, horseshoes, racquetball, table tennis, tennis, basketball, football, soccer, softball, and volleyball. The page also links to other research publications.
Source: Manchester University Adapted Physical Education programThis annotated list of sites offers links to a wide range of information on the topic.
Source: PE CentralThis webinar produced at Perkins explains specific aspects of environmental obstacles, with adaptation tips.
Source: Perkins eLearning, Perkins School for the BlindThis article by Lauren Lieberman offers some important guidelines for developing and adapting activities for people who are deafblind. Specific examples are included.
Source: National Center on Deaf-Blindness (NCDB)Linda Burkhart outlines the many skills that can be reinforced through adapted play, including cognitive, communication, and fine and gross motor skills. She also offers suggestions for expanding communication skills and interaction through play.
Source: Simplified TechnologyPractical advice for organizing the kitchen, using appliances, pouring liquids, cooking, and setting the table; includes links to demonstration videos and online classes.
Source: Lighthouse InternationalMaking the home environment safe and well organized; focuses on lighting, glare, contrast, organization, and eliminating hazards; available in English and Spanish.
Source: American Foundation for the Blind (AFB)These suggestions are aimed at families, but are equally valuable to other caregivers and teachers. Adaptations include strategies to optimize a child's use of vision, using textures and touch to provide clues, enhancing safety, and maximizing organization.
Source: FamilyConnect for Parents of Children with Visual ImpairmentsADA creates child-specific adaptations in a model workshop in New York City. They also create guidelines, techniques, and devices that can be replicated in Adaptive Design Centers all over the world. Founder Alex Truesdell is a MacArthur Fellow and tells about her work in this video: https://www.macfound.org/fellows/948/
Source: Adaptive Design AssociationThis 7-minute video was created by Elina Mullen, Ed.D. and demonstrates different types of equipment for various sports, such as hockey, racquet games, and more.
Source: Texas School for the Blind and Visually ImpairedMatt LaCortiglia, Adaptive Physical Education Teacher at Perkins School for the Blind, presents a FAIER planning model to develop physical activities for individuals with disabilities.
Source: Perkins School for the BlindChallenges facing people with blindness or visual impairment in Sierra Leone, including barriers to full social inclusion.
Source: AfriCANChallenges facing people with blindness or visual impairment in Sierra Leone, including barriers to full social inclusion.
Source: AfriCANThe English title is “Curricular Adaptations and Creation of Services for Multi-handicapped Blind Persons in Chile”; in Spanish.
Source: International Council for the Education of People with Visual Impairment (ICEVI)