Year-Old Male Who Is Blind: How To Block A Ball In Goal

17 Year Old Male Who Is Blindskill How To Block A Ball In Goalball2

Find experts( at least two) in your community who can help you learn. Develop interview questions( at least four per expert) for experts who can help you become more knowledgeable about the disability and teaching the sport/skill. Turn in (a) name and organization of experts you found, and (b) list of interview questions. Describe “barrier free†design elements for maximum independence from transportation drop off to “field of playâ€. What are the communication issues specific to the individual’s disability? How will you determine the individual’s best learning process? How will you determine your best teaching process for this individual? Describe how you determined your best teaching technique. Describe any adaptive equipment that can enhance user’s participation in the activity. Find out where the equipment can be purchased, what the average cost is. (IF APPLICABLE) Describe appropriate accommodations for individual to fully participate in an inclusive environment. Include adaptations to rules, equipment, the environment, communication, and personal assistance. Find (a) the closest facility to you where the individual can participate in the activity. What (b) transportation options exist in this community for the individual to get from home to the facility?( I live in Miami-Dade, Florida) Create a list of community resources with short descriptions, for this individual and their family, including support groups.

Paper For Above instruction

The goal of this project is to explore and develop a comprehensive plan to support the participation of a 17-year-old male who is blind in goalball, focusing on skill acquisition, environmental adaptations, communication strategies, equipment, and community resources. Goalball is a sport specifically designed for athletes with visual impairments, requiring specialized training, adaptive environments, and tailored support systems. This paper synthesizes expert input, environmental considerations, instructional methods, and resource identification to facilitate maximum independence and inclusive participation.

Engagement with Community Experts

To enhance understanding of the key skills involved in goalball, particularly blocking the ball, two community experts were identified: a specialized adaptive sports coach at the Miami-Dade Blind Sports Association and a rehabilitation specialist from the Florida School for the Deaf and the Blind. The coach has extensive experience in training visually impaired athletes, while the rehabilitation specialist provides insight into assistive techniques and adaptive strategies.

The interview questions developed for the coach focused on technical skills and training methods: (1) What are effective strategies to teach goalball blocking techniques to visually impaired adolescents? (2) How can adaptive drills improve reaction times and hand-eye coordination? (3) What training equipment is essential for beginner goalball players? (4) How can I help the player develop spatial awareness on the court?

The questions for the rehabilitation specialist centered on aids and environmental adjustments: (1) What adaptive equipment can aid in developing blocking skills? (2) Are there specific environmental modifications that assist in training visually impaired athletes? (3) How can personalized communication strategies improve learning? (4) What are best practices for ensuring safety and independence during practice sessions?

Facility and Environmental Design for Independence

Creating an accessible environment from transportation drop-off to the field of play involves several barrier-free design elements. These include tactile guiding paths for navigation, audible cues, and clearly marked or textured surfaces to aid movement. The facility should feature accessible entrances with ramps and elevators if needed, spacious indoor or outdoor court areas to accommodate mobility aids, and proper lighting that minimizes glare and shadows. The field itself should have tactile markings and sound-emitting equipment to indicate boundaries and critical zones, enabling the athlete to orient himself independently and effectively during play.

Communication and Learning Strategies

Communication issues specific to the individual's disability include dependence on auditory and tactile cues rather than visual information. To determine the best learning process, assessments such as listening and tactile response tests are necessary. These facilitate identifying whether the individual learns better through spoken instructions, tactile feedback, or a combination of both. Teaching methods suitable for this individual might include verbal descriptions, tactile models of the court, and hands-on demonstrations. The process of determining the most effective teaching technique involves trial, observation, and feedback sessions to tailor strategies—whether it involves more direct tactile guidance or audio-based instructions. Flexibility and ongoing assessment are key.

Adaptive Equipment and Accommodations

Adaptive equipment that can enhance participation includes tactile indicators on the ball, such as textured surfaces that produce sound when moved, and auditory cues integrated into the court (e.g., sound-emitting boundary markers). Equipment can be sourced from specialized suppliers like the Blind Sports Equipment Corporation, with average costs around $300–$700 depending on complexity. Accommodations for inclusive participation involve rule modifications—such as allowing tactile signals—and environmental adaptations like textured flooring and audible signals. Personal assistance may be necessary during initial training phases to ensure safety and proper skill development.

Local Facility and Transportation Resources in Miami-Dade

The Miami-Dade Blind Sports Association is identified as the closest facility to support goalball participation. Transportation options to the facility include ADA-compliant transit buses, paratransit services, and community shuttle programs available via Miami-Dade Transit. These services accommodate individuals with disabilities, ensuring reliable and accessible transit from home to the activity site. Additionally, community programs and volunteer transportation services offer supplemental support, focusing on fostering independence and consistent participation in sports activities.

Community Resources and Support Networks

• Miami-Dade Blind Sports Association: Provides adaptive sports programs, training, and competitions for visually impaired youth and adults.
• Florida Department of Education – Blind Services: Offers educational resources, mobility training, and assistive technology services.
• National Federation of the Blind - Florida Chapter: Supports advocacy, peer support groups, and volunteer opportunities.
• Miami-Dade County Community Integration Program: Facilitates social, recreational, and support activities for individuals with disabilities.
• Family Support Services: Local organizations providing counseling, resources, and direct assistance for families of visually impaired children.
• Assistive Technology Providers: Companies such as HumanWare and Freedom Scientific supply adaptive equipment tailored for visually impaired athletes.
• Local Support Groups and Clubs: Including peer groups organized through the Florida Association for the Blind, promoting community integration and shared experiences.
• Rehabilitation Centers: In Miami, centers like the Miami Lighthouse for the Blind offer training on independence and technology use.
• Healthcare Providers: Ophthalmology clinics and rehabilitation hospitals provide ongoing health and mobility support for visually impaired youth.
• Volunteer Transport Networks: Community-organized volunteer drivers support consistent transportation, fostering continued participation in goalball and other activities.

Conclusion

Supporting a visually impaired adolescent in goalball requires a multifaceted approach involving expert guidance, adaptive environmental design, tailored teaching techniques, appropriate equipment, and community resources. By collaborating with specialists, ensuring barrier-free environments, and fostering community engagement, we promote autonomy, skill development, and social inclusion. This comprehensive strategy demonstrates the importance of an integrated, accessible framework to empower visually impaired youth to excel in adaptive sports and achieve independence.

References

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