Institute of Human Movement Science, Sport and Health, University of Graz, 8010 Graz, Austria.
Center of Movement, Health, & Disability, Old Dominion University, Norfolk, VA 23529, USA.
Int J Environ Res Public Health. 2023 Nov 19;20(22):7081. doi: 10.3390/ijerph20227081.
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.
体育教育（PE）是世界范围内学校教育的重要组成部分，同时也是几乎唯一专门涉及身体和运动的学科。因此，体育教育在年轻人的成长中具有基本的重要性。这同样适用于视障儿童。然而，现有的关于体育教育参与和归属感以及身体和运动发展的研究结果表明，这一儿童和青少年群体在这方面明显处于不利地位。基于此，本文旨在从视障儿童的角度探讨不同类型学校、教育类型和国家存在的基本障碍和挑战。对三个国家（奥地利、德国、美国）不同类型学校的 22 名视障儿童进行的定性访谈研究表明，没有受访者能够逃脱社会差异的影响以及相关的问题和现有等级制度。因此，正常化的观念和相关价值观仍然是他们所有人的主要挑战。然而，类型形成分析提供了关于视障儿童在这方面存在差异的重要见解，使人们更加关注视障儿童的关切。
