Name: Procorato Joshua Chris BPEd-3

Proposal (Blurred Vision)

Blurred vision refers to a lack of sharpness of vision resulting in the inability to see fine detail. Blurred
vision may result from abnormalities such as nearsightedness, farsightedness, presbyopia, or
astigmatism that can be improved with corrective lenses or eyeglasses and it may signal the presence of
eye decease. There are over 61,000 school ages with visual impairment in public schools today.

As a teacher I’ll show that they are often behind their peers in physical activity participation so in order
for children with visual impairment to become physically active and self-determined adults, they must
be provided the same opportunities as their same-age peers with the support necessary to ensure full
access to physical education.

In our activities instructional strategies are techniques that physical educators use in order to help
students participate, learn, access the curriculum, and become as independent as possible in a safe
movement environment. Students with visual impairment must be encouraged and provided with
sufficient to move in a safe and mobility practice, and actual instruction in and practice of the
foundational concepts of blurred vision and skills.

If any the activity goes well I will make a drills or class participation activities that will clearly fit to their
needs. Not just to trigger there eyesight problem but to improve it.

As a teacher I know it is hard to them not just in a blurred vision students, but to those who have more
critical visual impairment problems. We should take into consideration or giving them a special class
session in order till next time they join the other class they will adapt in every consequences that may
occur.

Teaching Strategies Utilized:

 Verbal direction
 Visual demonstration
 Physical guidance (instructor or peer moves students)
 Tactile modeling (students feels instruction or peer perform the skill)

Equipment Resources:

 Vary the size (increase or decrease) of balls and other equipment.

 Use equipment with sounds.
 Use equipment with color/brightness/contrast differences.
 Use support or tie balls with strings.
Environment:

 Illumination: increase or decrease the amount of lighting.

 Tactile demarcation: use carpets or mats with different surfaces or textures.
 Visual demacrations: use colored “poly spots” or tape with different colors on the floor, wall and
obstacles.
 Auditory cues: provide different sounds in strategic spots to facilitate orientation.
 Tactile boards: use tactile boards to explain the particular of an activity area and positioning in
space. Modify distance between the student and peers target.

SWAN ANALYSIS

STRENGH WEAKNESS ACHIGVMENTS NEXT STEP (S)

 Provide  Time  Acquisition of  Controlling
guidance and  Unexpected learned skills lighting and
learning delays  The benefit of glare is
 Give proper  Weather activities applied important.
confidence  Improvements to Make use of
 Healthy vitals the eye and body natural light.
and  Add some
environment more learnings
in order the
children will
benefit more
from it.