Recreation & Leisure

By: Carmen Willings
teachingvisuallyimpaired.com
​Updated June 9, 2019

Recreation and leisure skills may include traditional as well as adapted physical education activities. However, as with social interaction skills visually impaired students need help identifying the array of choices available to them in this area and must be taught how to perform leisure skills that most students learn through observation.

Student Interest Survey

Each person will have their own interests and preferences, but it is important to help a student discover a lifelong leisure activity. Examples of activities include arts/crafts, reading, culture, fitness, outdoor & community activities. Each student should be encouraged to participate in recreational activities with their peers. The student should be encouraged to: choose an object to play with or an activity when presented with options; play simple card, board and table games; identify various community activities and facilities; participate in clubs/activities; identify and choose appropriate leisure activities and hobbies; play age-appropriate games enjoyed by peers; and cooperate in team activities.

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Play

Play is the foundation for learning about the world. Through play, children learn to make comparisons between materials and develop preferences. Children learn many skills through play and also begin to develop social skills. Play is an important part of the Early Childhood curriculum, but children may need to continue to develop their play skills even as they elementary school. Additionally, students may need to learn how to play.

Playground

The playground should be adapted for the student with visual impairments. It is important for a student to be oriented to a playground when it is quiet and when other students are not on the playground. In addition to learning where the equipment is located, students should have the opportunity to tactually explore the equipment to learn how it moves. The student should also be instructed to visually scan the playground and/or use auditory cues prior to moving from one area to another.

Leisure

All children will naturally gravitate toward a preferred activity. O course, students should be permitted to develop in their area of interest, but it is important to expose children to a wide variety of leisure activities to ensure the students are aware of a variety of leisure activities available. Students who are blind or visually impaired do not have the same opportunity to visually observe a variety of activities available. Factors such as cost and material adaptations will play a factor in what activities are accessible. Also, students may need to learn skills needed to participate in the activity.

Bowling

Students can learn basic bowling skills by playing with home-made or purchased bowling sets that can be used at home and school. A sound source can be placed behind the pins in order to provide an auditory target for the students. Many bowling alleys will provide bumpers, or portable bowling rails, upon request.

Cultural Activities

Take advantage of programs at local museums and galleries. Prior to planning a field trip or visit, call the museum to discuss the possibility of making the experience accessible or if they can arrange for hands-on experience. They may offer audio recordings or have a special tour. Some museums provide programs in braille. Some theaters offer headsets that provide audio descriptions.

Word, Card & Board Games

Playing games is a lifelong leisure time activity that fosters social interactions. In order to be accessible to a student with a visual impairment, they may need to be adapted. Although someone knowledgeable in braille, can adapt card and board games, there are commercially available games that have been adapted with braille as well as large print. Large print cards can be purchased or made for students with low vision. Some games are available in an accessible format.

Bicycling

The foundation for bicycling can begin when a child is young. Providing opportunities for students to play on riding toys is a good introduction. Older students can build endurance and experience physical activity by using a stationary bike. Students with low vision may be able to learn to ride a bike, but depending on their level of available vision, may need to ride alongside a sighted adult or peer who can warn the student of any dangers. Students who are blind may be able to experience biking using a tandem bicycle.

Physical Games & Sports

Simple games can be adapted easily, but it may be more challenging to adapt team sports. Although games can be adapted, students will need to acquire the motor skills necessary to fully participate in the games. Skills needed to play in games may need to be taught in isolation. It is important to be aware of the student's are more at risk for retinal detachment. Also, some eye conditions can be aggravated by vigorous physical activity. The student should either refrain from the activity or it should be modified.

​Embedded Learning Opportunities ​

There are many opportunities throughout the day to embed skills. Gross motor play (such as at recess and gym time) is a great opportunity to incorporate concepts, language, listening and obviously motor skills. Concepts such as over/under, on top of/underneath, wide/narrow, fast/slow are easily incorporated. Provide experiences that focus on the auditory discrimination of people’s voices and sounds related to activities.  Encourage listening and the use of auditory clues to locate people or places.  Play listening games such as Simon Says. Listen to and follow directions when participating in a game (begin with simple one-step directions and progress to more difficult two-step directions). 

​Practice different ways to cross the gym/playground: walking, tiptoe walking, galloping, skipping, hopping, running with a partner, jumping. Make it a game of walking up and down stairs in a “Teacher May I” game. Practice jumping up and down with jump rope or Chinese jump rope games. Practice keeping balance while walking along curbs or balance beam. Play games that incorporate throwing and catching balls. Encourage the student to slide, climb on play structures, crawl through tunnels, and play on swings. Encourage students to create their own obstacle courses and challenge their friends

Students are able to use recess and gym time to gain an understanding of their bodies in space; improve their physical skills; develop language and concept development, and practice group cooperation. Many of the team games and athletics are excellent and appropriate for students with visual impairments. In addition, however, these students need to develop activities in recreation that they can enjoy throughout their adult lives. Most often sighted persons select their recreation activity repertoire by visually observing activities and choosing those in which they wish to participate. ​​​

Websites for gamers who are blind...

AudioGames

This is a community portal for all things to do with audio games. It features news, articles, a forum and a database of over 500 titles on platforms from Microsoft Windows to iOS. 

Audio Game Hub

Audio Game Hub is a set of 13 arcade games that use audio as their primary interface, making them accessible for both sighted and non-sighted users. ​

ObjectiveEd's Blindfold Games

ObjectiveEd provides games related to the Expanded Core Curriculum for pre-K to 12th grade students. They currently offer a suite of over 80 Blindfold Games. Blindfold Games is a series of audio games for persons who are visually impaired that are designed for use on an iPhone, iPad and iPod. 

VI Sports Associations

There are a number of great web resources and organizations that provide information and resources specific to persons who are blind or visually impaired. This page provides information on VI sports associations. 

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TVI’s Guide to Teaching the ECC: An Activities Based Curriculum for Teaching Students who are Blind or Visually Impaired
The TVI’s Guide to Teaching the ECC is a digital pdf available for download. It is designed specifically for fellow itinerant Teachers of Students with Visual Impairments (TVI’s), and consists of over 400 activities and topic areas of discussion for instructing students in the Expanded Core Curriculum. The activities are age-neutral and multi-sensory and therefore can meet the needs of the broad range of students served on an itinerant caseload serving. The activities can be individualized to the students various learning modalities and scaffold in order to challenge students but ensure success. Select those activities that align with the student’s learning objects based on the student’s unique visual needs and academic and developmental level. In addition to the core activity areas, each of the 32 Thematic Units incorporates additional unique ECC concepts and skills providing you with a years’ worth of activities. These units are cyclical and can be used repeatedly to help students build on prior knowledge and develop a deeper understanding of concepts. Each unit includes suggestions for activity adaptation associated with the unit. These include lists of objects, possible community-based experiences, environmental print, poems, children & young reader books, children's songs, pop culture songs, movies, and websites.


In addition to the book, the following two supplements are included:
·      TVI’s Guide to the ECC Concept Checklist
·      TVI’s Guide to the ECC Activities Checklist


For complete product details and additional images, visit the TVI's Guide product page.


TVI's Guide to the ECC Product details
·      Digital pdf download: 346 pages (11 pt font)
·      Publisher: Teaching Students with Visual Impairments
·      Author: Carmen Willings
·      Language: English


Visual Efficiency & Near Magnifier Fluency Worksheets: TVI's Guide to the ECC Grab and Go Supplements
The Near Magnifier Fluency Worksheets is a Grab and Go supplement to the TVI's Guide to Teaching the ECC. This workbook is a pdf download that can be printed on demand for use with students. It contains five different types of worksheets for developing visual motor skills and near magnifier fluency skills particularly with the use of a video magnifier. As a companion to the TVI’s Guide to the ECC, the worksheets correspond to each of the 32 ECC Thematic units. The worksheets, along with a list of environmental print for each thematic unit, are designed to help students refine their visual motor skills while reinforcing ECC concepts presented in the thematic units.  


For complete product details and additional images, visit the Visual Efficiency & Near Magnifier Product Page.


Visual Efficiency & Near Magnifier Fluency Worksheet Details:
·      Digital pdf download: 210 pages
·      Publisher: Teaching Students with Visual Impairments
·      Author: Carmen Willings
·      Language: English


Thematic Keyboarding & Braille Fluency and Maintenance Worksheets: A TVI’s Guide to Teaching the ECC Grab & go Supplement
The Thematic Keyboarding & Braille Fluency and Maintenance Grab and Go ECC worksheet packet is a print on demand workbook that contains worksheets in print and simulated braille to use for data collection. Present the student with a hard braille copy and use the worksheets to document accuracy and fluency in reading braille. As a companion to the TVI’s Guide to the ECC, the worksheets correspond to the ECC Thematic activities presented in the curriculum guide. These word lists and sentences will help the student refine their keyboarding or braille reading skills while bridging ECC concepts presented in the thematic units. Although the lists and passages can be produced using a manual braillewriter, you may also copy and paste the passages into any braille translation software for quick production on an embosser. They may also be entered into a typing program such as APH’s Talking Typer to build keyboarding fluency.


For complete product details and additional images, visit the Thematic Keyboarding & Braille Fluency & Maintenance Product Page


Thematic Keyboarding & Braille Fluency Worksheet Details:
·      Digital pdf download: 338-page print and simulated braille worksheets
·      Publisher: Teaching Students with Visual Impairments
·      Author: Carmen Willings
·      Language: English


Thematic Vocabulary Cards and Checklists: Grab & Go ECC Supplement
The Thematic Vocabulary Cards and Checklists Grab and Go ECC supplement is a 446 page pdf downloadable print on demand workbook that includes 2940 vocabulary card on 3 1/2" x 2" templates divided by each of the 32 Thematic Units along with a checklist of each unit words in print and simulated braille. As a companion to the TVI's Guide to the ECC, the vocabulary cards correspond to the ECC Thematic activities presented in the curriculum guide. 


Additional Use:
Teachers of Students with Visual Impairments can have a extremely varied caseloads. It is possible to go several years without having a student on your caseload who requires braille instruction. Like other skills, if you do not practice your braille regularly, it is easy to lose those skills. Use these checklists and cards to maintain your braille skills. Fold the checklist along the line dividing the print from the braille. Choose to either read the print and produce the word in braille using a braillewriter or read the simulated braille and decode it. Finally, these vocabulary cards and checklists may be used with family members or peers who are interested in learning and practicing the braille code.


For complete product details and additional images, visit the Thematic Vocabulary Cards & Checklists Product Page


Thematic Vocabulary Cards and Checklists Details:
·      Digital pdf download: 446-page print on demand resource
·      Publisher: Teaching Students with Visual Impairments
·      Author: Carmen Willings
·      Language: English


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Lotto Cards
The LOTTO Cards Grab and Go Supplement includes 37 theme related unit cards along with activity suggestions that support activities within the TVI's Guide to Teaching the ECC.


On My Way File Folder Cards
Print and use these cards to represent locations the student may visit that are related to the current thematic unit. Use these with the On My Way File Folder Game outlined in the TVI's Guide to Teaching the ECC p. 27.

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