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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]

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(2.13) = 24.24, p <.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. [ABSTRACT FROM AUTHOR]

There are over 61,000 school-age children with visual impairments in public schools today. Research has shown that they are often behind their peers in physical activity participation and in motor skills. In order for children with visual impairments 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 provide full access to the physical education curriculum. Recent research has shown that teaching children with visual impairments is one of the most complicated inclusion challenges facing physical educators today. Children with visual impairments also experience numerous barriers to physical activity in recreation and personal fitness programs outside of the school setting. Since physical educators report numerous challenges in this area, the purpose of this article is to provide some basic strategies for the inclusion of children with visual impairments in general physical education classes so that they can meet the national and state standards for physical education and make progress toward full participation and self-determination in society. [ABSTRACT FROM AUTHOR]