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Introduction: This mixed-methods study examined self-determination at a summer sports camp for youths with visual impairments (i.e., those who are blind or have low vision). Educators of students with visual impairment have reported that the expanded core curriculum should be taught outside of the school day and have reported placing a lower priority on teaching self-determination skills during school hours. Methods: Athletes at a mid-Atlantic sports camp for youths with visual impairments responded to the American Institute for Research (AIR) Self-Determination Scale survey regarding perceptions of their own self-determination across three settings, a questionnaire about their experiences of self-determination during camp, and interviews about their understanding of self-determination at camp. Adult coaches responded to a questionnaire concerning opportunities for athletes to develop self-determination skills. Results: A repeated measures ANOVA on composite scores of AIR Self-Determination Scale across home, school, and camp settings revealed athletes were statistically significant, F[subscript (2.13)] = 24.24, p < 0.001. Athletes were more confident in their self-determination skills at camp (M = 26.6, SD = 3.33) compared to home (M = 19.1, SD = 5.76) and school (M = 19.2, SD = 5.21). Athletes reported the camp setting allowed for the development of self-determination skills by fostering positive relationships between coaches and athletes, providing emotional support, and promoting inclusion with respect to visual impairment. Limitations included the small sample size, question comprehension, shortened data collection, busy environment, and nature of the relationship between participants and researchers. Discussion: This research will contribute to literature related to teaching self-determination skills to young people with visual impairments and has implications for classroom learning. Implications for Practitioners: Low student-to-staff ratios, access to adapted sports, options to follow one's interests throughout the day, and goal-setting are aspects of camp that educators can adopt to promote self-determination in school.

Chronic illnesses are conditions that last one year or more and require ongoing medical attention, limit activities of daily living, or both (Raghupathi & Raghupathi, 2018). Over 40% of school-aged children have at least one chronic health condition (Centers for Disease Control and Prevention, 2021). Children with chronic illnesses may need accommodations to their learning environment and can be protected by the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act. Some of the most common chronic illnesses impacting students include respiratory disorders, bleeding disorders, sickle cell anemia, and diabetes. The purpose of this article is to discuss common chronic health conditions and how physical educators and coaches can provide an environment in which children with chronic illnesses are safe and successful while participating in physical activity. [ABSTRACT FROM AUTHOR]

Youth with disabilities are less likely to participate in community activities than their nondisabled peers (Bedell et al., 2013). For participants with physical disabilities, summer camp can increase knowledge of one's own abilities (Aggerholm & Moltke Martiny, 2017). Camp Abilities is an international sports camp model that recognizes the ongoing challenges that people with disabilities have with respect to accessing physical activity and living active lifestyles. There are over 25 independent camp programs throughout the world with a mission of providing high quality sport, health, and physical activity programming to youth with visual impairments. In the summer of 2020, the COVID-19 pandemic caused many camps to close their in-person sessions. In order to continue summer camp programming for the youth they serve, the staff at several Camp Abilities programs for youth with visual impairments developed a virtual service delivery model based on collaboration between physical activity and visual impairment processionals. Staff used digital platforms such as YouTube and Zoom, as well as emails, text messages, and video chats to safely create a camp experience despite the pandemic. Both camps had positive responses to the virtual model from children, parents, and staff. Leadership teams at both programs discovered methods that were successful for their participants, as well as some approaches that they would not use again. [ABSTRACT FROM AUTHOR]