Children with visual impairments are often behind their same-age peers in motor skills and physical activity (Haibach et al., 2014; Lieberman et al., 2010). Their physical education teachers and coaches do not always know how to include them in general physical education programs (Conroy, 2012; Haegele & Sutherland, 2015; Haegele & Zhu, 2017; Perkins et al., 2013). These children are frequently marginalized and left on the sidelines (Bredahl, 2013; Haegele & Zhu, 2017), which causes them to miss the opportunity to refine the foundational skills related to sports. They then lag behind the other students in the class and personalize the perception that they are not able or cannot be involved in physical activity and sports (De Schipper et al., 2017; Perkins et al., 2013). The purpose of this article is to share a self-advocacy program utilized at Camp Abilities in Brockport, NY, that is changing this negative perception of children with visual impairment by using self-advocacy as the vehicle to involvement in physical education.

中文翻译：

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成功的步骤：针对视障儿童的以运动为重点的自我倡导计划

有视力障碍的儿童在运动技能和身体活动方面往往落后于同龄儿童（Haibach 等人，2014 年；Lieberman 等人，2010 年）。他们的体育老师和教练并不总是知道如何将他们纳入普通体育课程（Conroy，2012；Haegele & Sutherland，2015；Haegele & Zhu，2017；Perkins 等，2013）。这些孩子经常被边缘化并被抛在一边（Bredahl，2013；Haegele & Zhu，2017），这导致他们错过了完善与运动相关的基础技能的机会。然后，他们落后于班上的其他学生，并将他们不能或不能参与体育活动和运动的看法个性化（De Schipper 等人，2017 年；Perkins 等人，2013 年）。