With inclusion of students with visual impairments in mainstream schools, we guarantee them the right to equally participate in all activities – including sports. However research and practice reports show, that students often do not receive the necessary sports experiences, which consequently disclose a lower level of physical fitness, lower extent of motor skills and slower motor development. On the other hand, we meet with teachers – physical education teachers, who are introduced to a very heterogenic population, with which they do not have enough knowledge, competencies and experiences to work. In the empirical part of this master’s thesis we examined to what extent the students with visual impairments were included in sports activities and with what challenges the physical education teachers are facing. For this we designed a semi-structured interview, based on theoretical findings. The results show that physical education teachers consider that students with visual impairments are included in sports activities, but at the same time they show lack of knowledge in areas of adapting the school environment, equipment, aids and usage of different teaching methods. Inclusion is also mostly dependent on whether or not the activity, which is carried out, is that of an individual or group form. Students with visual impairments tend to be excluded from activities that are in a group and ball games. The majority of the focus is on the visual impairment, rather than on a constructive and team way of solving the existing challenges. In the last part of the master’s thesis we have written the basic recommendations and guidelines that enable physical education teachers to plan, execute and evaluate the educational process easier and of better quality. At the same time we were able to emphasize the importance of cooperating with other experts, primarily teachers of students with visual impairments, with the purpose of increasing the level of inclusion among students with visual impairments in sports activities. With this we can also achieve a long-term enabling of these students with the development of their potential on all the developmental areas and ensure a more independent and autonomic life of a much better quality.
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