'It's Better than Going into It Blind': Reflections by People with Visual Impairments Regarding the Use of Simulation for Pedagogical Purposes

Autor/inn/en	Maher, Anthony J.; Haegele, Justin A.; Sparkes, Andrew C.
Titel	'It's Better than Going into It Blind': Reflections by People with Visual Impairments Regarding the Use of Simulation for Pedagogical Purposes
Quelle	In: Sport, Education and Society, 27 (2022) 6, S.647-661 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maher, Anthony J.) ORCID (Haegele, Justin A.) ORCID (Sparkes, Andrew C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2021.1897562
Schlagwörter	Physical Education; Visual Impairments; Simulation; Teaching Methods; Physical Education Teachers; Preservice Teacher Education; Teacher Competencies; Blindness; Cooperative Planning; Experiential Learning; Consciousness Raising + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Visual handicap; Sehbehinderung; Simulation program; Simulationsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehramtsstudiengang; Lehrerausbildung; Lehrkunst; Blindheit; Experiental learning; Erfahrungsorientiertes Lernen; Bewusstseinsbildung
Abstract	Disability simulations have been advocated as a tool to facilitate pedagogical learning among prospective physical education (PE) teachers. However, much of the research currently available neglect the views of people with disabilities about the development and use of such simulations. To address this omission, this study used vignettes and telephone interviews to elicit the views of nine people with visual impairments (VI) regarding the value (or not) of simulating this impairment with prospective PE teachers. Data were analysed thematically and the following themes were constructed in the process: (1) Involving people with VI in simulations; (2) Diversity and complexity of VI; (3) Adapting learning activities; (4) Grouping pupils in relation to 'ability'; and (5) Seeking the senses and touch as a pedagogical tool. Our findings suggest that simulating VI can (a) facilitate learning about how to plan and teach activities that are tailored to the needs and capabilities of pupils with VI thereby responding creatively to the challenges of inclusion in PE lessons, (b) broaden prospective teachers' beliefs about ability beyond the physical to include the social, affective and cognitive domains, (c) act as a potential avenue for prospective PE teachers to develop more complex and nuanced views about VI and their own sightedness, and (d) contribute towards disrupting ocular centric, ableist notions of pedagogy in PE as a way of enhancing the meaningful experiences of pupils with VI in lessons. In closing, we reflect on the need for research into the ethics of constructing and delivering VI simulations without involvement from people living with this impairment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01