R. M. Swallow & K. M. Heubner. Eds. (1987). American Foundation for the Blind, New York. 93 pp.
This book provides guidelines and strategies for helping blind and visually impaired children to develop, acquire and apply skills that are necessary for independence in socialization, orientation and mobility, and leisure time and recreational activities.
Daily living skills: Eating, toileting, dressing and undressing, motor development, learning to be independent, personal hygiene and grooming, choice and care of clothing, socially appropriate behavior, self-esteem, etiquette, home management, communication, learning through play, low-vision devices, sex education
Orientation and mobility: Concepts, awareness of the environment, sensory training, travel techniques and devices
Leisure and recreational activities: Elements of recreational education
R. Loumiet & N. Levack (1993). Texas School for the Blind and Visually Impaired, Austin. 175 pp.
This curriculum serves as a resource and guide for assessment, evaluation, and instruction of students with visual impairments. Each volume is divided into goals which represent the major components of play and leisure. Each goal contains skills that are sequenced into age groups. Information is also included on adapted materials and special methods that can be used to teach individuals who have visual impairments. Numerous general education books and instructional materials are listed with individual skills as resources for teaching ideas and activities. Procedures and forms are included for initial assessment of a student's level of competence and for on-going evaluation of the student's progress.
I. Ludwig, L. Luxton, & M. Attmore. (1988). American Foundation for the Blind, New York. 56pp.
This booklet offers information about a variety of recreational activities. Suggestions are included for hints for family members and friends for adapting favorite leisure activities. Specific recreational activities are listed with suggestions for adaptations for visually impaired persons.
L. J. Lieberman & J. F. Cowart. (1996). Human Kinetics, Champaign, IL. 144 pp.
The activities offered in this book can all be presented to students who are sensory impaired with multiple disabilities within a regular physical education curriculum, or to adults with sensory impairments in any recreational setting. Part I focuses on program adaptations and instructional strategies for successful participation. Part II includes activities offered by physical education teachers experienced in working with students who are sensory impaired with multiple disabilities. These games address sport skills, physical and motor fitness, and fundamental motor patterns and skills.
Adapting and teaching games and activities: Adapting games and activities, Instructional strategies
K. Blakely, M.A. Lang, R. Hart.(1991). The Lighthouse, Inc., New York. 44 pp.
The purpose of this manual is to offer design ideas that support more creative and satisfying play experiences for children who are blind or visually impaired as well as for children with full vision. It demonstrates how outdoor play environments can be designed to provide stimulating activities through the manipulation of play elements, the organization of play spaces, and input from adults.
Physical movement and play
Fine motor activity and construction play with toys and loose materials
General design considerations
Some design considerations for younger children
Examples of play environments that work well for children who are blind and visually impaired
J. D. Kelley & L. Frieden, Eds. (1989). Harcourt Brace Jovanovich, Orlando, FL. 236 pp.
This book describes many opportunities available to persons with disabilities from highly competitive athletic endeavors to casual games in neighborhood playgrounds, recreation centers, and sports clubs. Through pictures and print, the book encourages persons with disabilities to become active participants. It is designed to motivate and stress possibilities, not limitations. It describes what sports and recreation offer and how one might go about selecting an activity that fits individual needs and interests.
L. E. Kratz. (1977). Peek Publications, Palo Alto, CA. 135 pp.
This book looks at the implications of movement for individuals without sight and gives information about teaching physical activity to children who are visually impaired.
Roles and definitions: Blindness defined, The role of relaxation, The role of posture and locomotion, The role of physical fitness, The role of the teacher.
Special methods: Special methods in organization; Play, a developmental continuum; Individual activities; Stunts and self-testing; Special methods, rhythms and dance; Recreational and lifetime sports; Evaluation, motivation and testing