Systematic Adaptations for Students who are Deafblind

Abstract

Part of an adapted physical educators’ responsibility is to provide successful adaptations and if needed, provide an alternative physical activity to meet the unique needs of students with disabilities. Due to the low incidence of students who are deafblind, providing proper adaptations and alternative physical activities may be challenging. To assist with the examination of proper adaptations the Dynamic System Theory and Newell’s Model can be utilized. A systematic approach to make adaptation to physical activities can lead to an increase in participation, skill development, and independence. Adapted physical educators can increase the probability that appropriate motor and physical activities are presented to a student who is deafblind by examining the individual, environment, and task constraints.