​Encouraging Student Interests

While each student will have unique preferences, it’s important to expose them to a broad range of leisure activities—especially those that can be pursued independently and throughout life. Examples include:
  • Arts and crafts
  • Reading (print, braille, or audio)
  • Music and performing arts
  • Fitness and sports
  • Outdoor and nature activities
  • Cultural and community-based experiences
Encourage participation in inclusive settings where students can:
  • Choose an activity from a set of options
  • Play adapted board and card games
  • Join school or community clubs
  • Cooperate in group and team games
  • Explore individual hobbies and interests

​The Role of Play

Play is foundational for all areas of development—cognitive, social, emotional, and physical. Children who are blind or have low vision may need direct teaching to learn how to play, especially when typical learning by observation is limited.
  • Reinforce pretend play, cause-and-effect play, and turn-taking games.
  • Provide multisensory toys and materials (e.g., tactile puzzles, auditory toys, textured blocks).
  • Integrate social communication skills into play routines.
  • Use play as a pathway to exploring concepts like shape, position, direction, and texture.

​Playground Orientation and Inclusion

Playgrounds should be safely and thoughtfully adapted for students with visual impairments:
  • Orient students when the playground is quiet.
  • Allow time to tactually explore structures—learn how they move and connect.
  • Teach visual scanning and listening for environmental cues before moving.
  • Assign “play buddies” or encourage inclusive peer interactions during recess.
  • Ensure that climbing structures, swings, and open spaces are accessible and navigable.

​Leisure Exploration

Because students with visual impairments can’t easily observe others engaging in activities, intentional exposure and modeling is critical.
  • Introduce a wide variety of indoor and outdoor hobbies.
  • Demonstrate the steps to begin an activity.
  • Provide adapted materials, such as:
    • Tactile art supplies
    • Audio-described books and media
    • Braille-labeled board games
    • Large print and high-contrast materials
  • Consider costs, accessibility, and equipment needed for each activity.

Bowling

Bowling is an excellent activity for building coordination, spatial awareness, and recreational independence.
  • Use a home or classroom bowling set to practice aiming, rolling, and positioning before visiting a real bowling alley.
  • Place a sound source—such as a beeping device, shaking maraca, or small speaker—behind the pins to help students align their body and aim toward the correct direction.
  • When visiting a bowling alley, request bumpers, rails, or ball ramps, which many facilities offer to support accessibility and success for bowlers of all ages and abilities.
This activity encourages confidence, teamwork, and enjoyment while reinforcing key motor and orientation skills.

Cultural Activities

​Cultural venues can provide rich learning experiences when accessibility supports are in place. Before planning a visit, call ahead to museums, theaters, or community centers to ask about available accommodations, such as:
  • Audio-described tours or performances to support access to visual displays, artwork, or stage productions.
  • Tactile exhibits or hands-on materials that allow students to explore shapes, textures, and artifacts through touch.
  • Braille or large-print guides to support independent navigation and access to written information.
  • Sensory-friendly events with adjusted lighting, reduced noise, and flexible seating options for students who benefit from a calmer environment.
Proactive communication ensures students can fully participate, engage meaningfully, and enjoy cultural experiences with confidence.

Card, Word, and Board Games

​Games provide fun opportunities to build social skills, turn-taking, problem-solving, and tracking skills. Many traditional games are already available in braille, large print, or tactile formats.
To make standard games more accessible, modify materials using:
  • Bump dots for marking important spaces, buttons, or cards
  • Tactile labels for identifying cards, tiles, or game pieces
  • High-contrast markers or bold-lined borders to improve visual access
Accessible versions of popular games can be purchased through organizations such as APH (American Printing House), LS&S, MaxiAids, and other low-vision retailers.
These adaptations allow students who are blind or visually impaired to participate fully and confidently in a wide range of recreational activities.

Bicycling

​Bicycling offers valuable opportunities for developing balance, coordination, motor planning, and confidence. With appropriate supports, students who are blind or visually impaired can participate safely and enjoyably.
  • Begin with riding toys, balance bikes, or tricycles for young children to build foundational motor skills and comfort with movement.
  • Use tandem bicycles, side-by-side bikes, or trail-along attachments to allow safe shared riding with a sighted partner. These options promote teamwork and allow students to experience speed, balance, and outdoor travel safely.
  • Stationary bikes are excellent for indoor physical activity, strengthening endurance, and practicing pedaling without the challenges of steering or navigating obstacles.
  • Some students with low vision may be able to ride independently on quiet paths or bike trails with adaptive supports such as high-contrast markings, auditory cues, sighted guides, or clear route planning.
With individualized instruction and thoughtful adaptations, bicycling can become an enjoyable and empowering recreational activity.

Physical Games & Sports

​Physical education can be highly engaging and inclusive when activities are adapted to support students who are blind or visually impaired. Thoughtful modifications allow students to participate safely while developing strength, motor skills, coordination, and confidence.
Adapt physical activities by:
  • Using auditory balls, tethered balls, or beeping equipment to provide clear sound cues for tracking, aiming, and catching.
  • Teaching isolated motor skills—such as throwing, kicking, or striking—before introducing full games or team play. This builds a strong foundation and reduces frustration.
  • Monitoring for medical considerations that may restrict participation in high-impact or contact sports (e.g., risks related to retinal detachment, glaucoma, or other eye conditions). Always follow medical recommendations.
  • Collaborating closely with O&M instructors, P.E. teachers, and related service providers to develop safe, accessible routines and ensure that adaptations are consistently used across all physical education settings.
Well-planned adaptations help students stay active, build peer relationships, and experience the joy of physical recreation in a safe and inclusive way.

​Embedded Learning Opportunities

Use everyday moments to reinforce:
  • Directional concepts: over/under, behind/in front, fast/slow
  • Spatial awareness and body movement
  • Auditory discrimination: locating peers, identifying environmental sounds
  • Following directions: use games like Simon Says or Red Light, Green Light
Encourage movement through structured play:
  • Crawl through tunnels, climb play structures
  • Practice balance on curbs or beams
  • Create obstacle courses
  • Toss, catch, kick, and roll balls with varied textures and sounds
  • Explore group games in gym or during recess

​Lifelong Recreation

​It’s essential that students not only participate in recreation as part of school, but also develop hobbies and interests they can pursue independently as adults. Help them:
  • Discover accessible community programs
  • Explore audio-based hobbies like radio broadcasting, music, or storytelling
  • Try tactile hobbies such as knitting, braille art, or sculpture
  • Use accessible technology to enjoy reading, gaming, or podcasting
Sighted individuals often choose leisure activities by watching others. Students with visual impairments deserve the same breadth of exposure and encouragement to discover fulfilling activities.

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