Building Background Knowledge: Pre-teaching Physical Education Concepts to Students with Visual Impairments

By Paula Conroy, Ed.D.

Preferred Citation

Conroy, P. (2016). Building Background Knowledge: Pre-teaching Physical Education Concepts to Students with Visual Impairments. Journal of Blindness Innovation and Research, 6(2). Retrieved from https://nfb.org/images/nfb/publications/jbir/jbir16/jbir060201.html. doi: http://dx.doi.org/10.5241/6-80

Abstract

The importance of pre-teaching to facilitate concept development by building background knowledge and to promote inclusion has been acknowledged in the professional literature related to the education of students with visual impairments. However, there is no research that describes how teachers can use pre-teaching with students who are blind or visually impaired in the areas of physical education and orientation and mobility. The term pre-teaching has become a buzzword because it is largely undefined as it relates to the field of visual impairment, which includes orientation and mobility. Teachers know they should be pre-teaching, but they don’t know how. This article explains the collaborative pre-teaching process and techniques that can be used to facilitate concept development for the inclusion of students with visual disabilities in general physical education classes.

Keywords

Pre-teaching, blindness, visual impairment, inclusion, concept development, physical education


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DOI: http://dx.doi.org/10.5241/6-80

The Journal of Blindness Innovation and Research is copyright (c) 2016 to the National Federation of the Blind.