ABSTRACT
By school age, children with visual impairments are often developmentally several years behind their peers who are fully sighted, in walking, running and playing. No child's educational needs are entirely met by the school curriculum. Most schools realise this and provide a variety of extracurricular experiences which can be either structured or unstructured. The opportunities that children with visual impairment have for spontaneous involvement in community life, such as the chance to play freely in the garden or street with a group, or to run down to the local playing fields and watch others, may be stifled (Wood 1979).
