ABSTRACT
Children who are deafblind whether born with dual sensory impairments or acquired will have unique learning needs in the area of physical education, physical activity and recreation. Research has also shown that these children often have deficits in balance and motor skills. The purpose of this chapter is to define deafblindness along with the etiology, and to discuss important communication modes to be used during physical activity. The chapter also reviews a variety of important instructional techniques, and the need to utilise every member of the multidisciplinary team along with tips on how to make that happen. There is also an important need for socialisation for children who are deafblind and strategies to increase socialisation are discussed. Lastly, the chapter focuses on some role models who are deafblind. Children who are deafblind can be successful in physical education and beyond with some careful planning, consideration and supports.
