Connections to the BC Curriculum – Core Competencies
The BC Curriculum emphasizes Personal and Social as a core competency with the goal that all students understand themselves, develop a positive self-identity and self-worth, and understand their roles and responsibilities within society.
The Positive Personal & Cultural Identity Competency Profile identifies three facets related to self-awareness:
- Relationships and cultural contexts
- Personal values and choices
- Personal strengths and abilities
The Positive Awareness & Responsibility Competency Profile identifies three facets related to self-awareness:
Recreation and Leisure Skills - Students with Visual Impairments
For students with visual impairments, learning about opportunities for recreation and leisure is important.
While sighted students observe people in their communities at work and play, students with visual impairments might miss this information if their attention is not drawn to it. Providing students with visual impairments several opportunities to try a variety of different leisure activities in a safe environment will help them get a sense of what they enjoy and encourage them to become proficient allowing them to dive deeper into the experience. Also, connecting students with community and non-profit organizations that focus on adapted sports like hockey and goalball can further social skills such as collaboration, self-regulation and problem solving.
Areas of recreation and leisure include (McGregor and Farrenkopf, 2017):
- Individual sports
- Team sports
- Games – e.g. board games, card games, video games
- Media: videos, music, reading and writing
- Arts and crafts and fine arts
Examples of Recreation and Leisure Skills
- Demonstrate independent play
- Working with a partner or group
- Following rules or turn-taking
- Aware of personal safety
- Interacting and communicating effectively with others
Resources to Support Instruction
PRCVI Library Catalogue
Angelidis, J., & Marraffa, S. (n.d.). Adapted PE kit resources for students who are blind or visually impaired.
Buell, C. E. (1982). Physical education and recreation for the visually handicapped. Reston: American Alliance for Health, Physical education, Recreation and Dance.
Lieberman, L. J., Ponchillia, P. E., & Ponchillia, S. V. (2013). Physical education and sports for people with visual impairments and deafblindness: foundations of instruction. New York: AFB Press.
BC Blind Sports and Recreation Association
Move to Include All Children. A two-day workshop hosted by PRCVI and the Surrey School District with Dr. Lauren Lieberman.
Overview of Paralympic Sports. Learn about the possibilities for meaningful participation in sports for students with visual impairments. For example, para-swimming, para-cycling, boccia, para-rowing, and goalball. Retrieved from https://paralympic.ca/paralympic-sports
Boccia Day for Students with Visual Impairments and Additional Exceptionalities.
LEGO® Audio & Braille Building Instructions
McGregor, D., & Farrenkopf, C. (2017). Recreation and Leisure. In Foundations of education (3rd ed., Vol. 2, pp. 804–830). New York, NY: AFB Press, American Foundation for the Blind.