ABSTRACT
We describe the school-based physical education studies on youth with visual impairments in the recent 15 years. Studies conducted in two contexts of education are summarized, including those in integrated general physical education and residential school for the blind. The integrated physical education context, while developed under the notion of “inclusive education,” in many cases provides experiences of being bullied, excluded, isolated, and viewed incapable among youth with visual impairments. While residential schools for the blind seem to provide more positive experiences for youth with visual impairments, low levels of physical activity participation and instances of bullying are also presented in the literature. There is critical shortage of intervention studies that promote physical activity or wellness of youth with visual impairments. Additionally, future studies should further understand the effects of education context placement, and whether youth and adult stakeholders share similar views on the placement and explore how having multiple identities influence their experiences through intersectionality perspectives.
