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.

摘要

残疾模拟已被提倡作为促进未来体育教师教学学习的工具。然而，目前可用的大部分研究都忽略了残疾人对此类模拟的开发和使用的看法。为了解决这一遗漏问题，本研究使用小插曲和电话采访来征求九名视力障碍 (VI) 人对与未来的​​体育教师模拟这种障碍的价值（或不是）的看法。对数据进行主题分析，并在此过程中构建了以下主题：（1）让 VI 人参与模拟；（2）VI的多样性和复杂性；(3) 调整学习活动；(4) 根据“能力”对学生进行分组；(5) 将感官和触觉作为一种教学工具。我们的研究结果表明，模拟 VI 可以（a）促进学习如何根据 VI 学生的需求和能力来计划和教授活动，从而创造性地应对融入体育课的挑战，（b）拓宽未来教师的能力。关于超越身体能力的信念，包括社会、情感和认知领域，(c) 作为潜在的体育教师发展关于 VI 和他们自己的视力的更复杂和细微的观点的潜在途径，以及 (d) 有助于破坏视觉以体育为中心的、能干的教育学概念，作为增强 VI 学生在课堂上有意义的体验的一种方式。最后，我们反思了在没有患有这种障碍的人参与的情况下构建和交付 VI 模拟的伦理研究的必要性。