Learners with difficulty seeing

16. You want to create an inclusive PE environment for students with low vision. Which classroom setup consideration is most important?

• a) Keeping equipment and pathways clearly organized and predictable, with consistent placement to aid navigation and safety

• b) Rearranging equipment frequently to improve adaptability

• c) Minimizing instructor interaction to promote autonomy

• d) Having large groups to foster peer support without adult supervision

A student visually impaired by partial blindness prefers to learn through audio materials. What adaptation will MOST improve their learning experience?

• a) Use more group discussions only

• b) Record lessons and reading materials for audio playback

• c) Focus on written tests rather than oral examinations

• d) Avoid using any tactile activities

How should teachers monitor learners with difficulty seeing in a physical education setting to ensure their learning needs are met?

• a) Frequent individual check-ins, observation of responses, and adjustment of task demands or support as needed

• b) Strictly evaluate only through written tests without practical assessments

• c) Limit assistance to encourage independence only

• d) Assess all students identically without consideration for visual impairments

A student with limited eyesight shows poor sports coordination and handwriting. The teacher notices the student is often clumsy and bumping into others. What is an appropriate educational adaptation in a PE class?

• a) Provide tactile-based learning aids, assign a buddy, and modify tasks to allow more time and clearer instructions

• b) Exclude the student from competitive events to prevent injury

• c) Focus only on academic subjects and remove physical activity

• d) Require the student to follow standard procedures strictly without accommodations

1. When teaching physical activities, how can a teacher promote incidental learning and motivation for learners with difficulty seeing who have limited exploration of their environment?

• a) Integrate multisensory experiences—touch, sound, and movement—to supplement visual cues

• b) Focus exclusively on verbal instructions without sensory supports

• c) Minimize changes in routine to avoid confusion

• 1. d) Allow the student to watch peers without participating

1. A student with difficulty seeing is confused when the instructor uses terms like "over there" or "like this one" during demonstrations. How should the instructor adjust their communication?
   A. Use precise and descriptive language combined with physical demonstration close to the student
   B. Continue using those terms assuming the student will adjust over time
   C. Rely solely on handing out written instructions
   D. Ask other students to explain the instructions after class

• a) Use precise and descriptive language combined with physical demonstration close to the student

• b) Continue using those terms assuming the student will adjust over time

• c) Rely solely on handing out written instructions

• d) Ask other students to explain the instructions after class

A learner with partial vision impairment is frequently moving closer to the instructional board and seems to have poor handwriting. Which adaptations in your physical education class would be most effective?
A. Seat the learner near the board, provide materials in audio format, and allow extra time to complete tasks
B. Allow the learner to use standard printed materials and expect the same performance as peers
C. Require the learner to verbalize all instructions without visual aids
D. Allow the learner to sit at the back to avoid distraction

• a) Seat the learner near the board, provide materials in audio format, and allow extra time to complete tasks

• b) Allow the learner to use standard printed materials and expect the same performance as peers

• c) Require the learner to verbalize all instructions without visual aids

• d) Allow the learner to sit at the back to avoid distraction

In planning lessons for visually impaired learners, why should teachers prepare Braille or audio recorded textbooks and materials ahead of time?

• a) To replace the need for classroom participation

• b) To ensure these learners access content equitably, accommodating their visual limitations

• c) To encourage learners to depend solely on technology

• d) To reduce teacher preparation time during lessons

11. As a PE teacher, you want to evaluate a visually impaired student’s understanding of a skill without relying on their ability to see visual cues. Which method is most appropriate?

• a) Assess skill execution through tactile feedback, verbal questioning, and observation of motor performance

• b) Conduct only written tests about the skill theory

• c) Base evaluation solely on peer feedback

• d) Defer evaluation until complete sight restoration

11. A visually impaired learner's performance declines during fast-paced activities involving multiple visual signals. As a PE instructor, how can you enhance their ability to keep up?
    A. Slow down the pace, reinforce instructions verbally, and provide repeated practice with clear, tactile guidance
    B. Exclude the student from such activities for safety reasons
    C. Assign the student non-participatory roles like scorekeeping
    D. Increase visual complexity to force adaptation

• a) Slow down the pace, reinforce instructions verbally, and provide repeated practice with clear, tactile guidance

• b) Exclude the student from such activities for safety reasons

• c) Assign the student non-participatory roles like scorekeeping

• d) Increase visual complexity to force adaptation