Motor development is delayed in individuals with vision impairments (VI), especially after age 3 when differences in gross motor skills like locomotion emerge compared to sighted peers. The degree and type of VI, such as peripheral field loss, acuity loss, or cortical visual impairment, affect development and should be considered to appropriately support individuals. Adaptations like optimal lighting, audio cues, and consistent organization can help with motor skills, while sports provide inclusive physical activity opportunities. Understanding how VI impacts development informs teaching practices.

1. Visual Impairment and
Motor Development
Marisa Schuller & Michelle Boevers

2. Visual Impairments
•Definition: A vision impairment which, even
when corrected, causes negative effects on
student’s educational performance.
•There is a range of severity of VI and it is very
individualized.
•Age range for this presentation 0-5 years.
•Vision Video

3. Types of Vision
Peripheral Field Loss
Acuity Loss
Cortical Visual Impairment (CVI)

4. Peripheral Field Loss
“Refers to the activity of the six external muscles of the eye responsible for
providing coordinated movements of the eyes. Orthoptic vision includes
binocular vision (the ability of the eyes to coordinate), depth perception
(including strabismus, amblyopia and alternating) and nystagmus (constant
involuntary movement of the eyeballs).” (French, 2011).

5. Acuity Loss
“The degree of detail that can be seen in an object. The product of light rays
bending and reaching receptors (rods and cones) of the retina. Refraction is
influenced by the size and shape of the eyeball which changes with age.
Refractive vision includes myopia (nearsightedness), hyperopia
(farsightedness) and astigmatism (blurring or distortion of the image).”
(French, 2011).

6. Cortical Visual Impairment (CVI)
“Cortical visual impairment (CVI) is a neurological disorder, which results in
unique visual responses to people, educational materials, and to the environment.
When students with these visual/behavioral characteristics are shown to have
loss of acuity or judged by their performance to be visually impaired, they are
considered to have CVI.” (Lantzy, 2011).

7. Indicators of Disability
•Hesitant and overcautious walking.
•Uncoordinated movement on even and uneven
surfaces.
•Walking down steps using a marked time
pattern.
•Lack of ability to track object.
•Sensitive to normal lighting levels.

8. Milestone Charts

9. Impact on Gross Motor
Development
•Motor Development is delayed, especially in
locomotion and mobility. However, most
milestones are similar in early childhood
development. Around age 3 is when differences
start to be noted. Typically developing children
will be working on object control skills, where
children with VI are still working on locomotor
movements.

10. Impact on Gross Motor
Development
•Degree of Visual Impairment, gender and age
conversely effect fitness scores.
•More severe Visual Impairment the lower
physical fitness than sighted peers.

11. Impact on Fine Motor
Development•Children with VI are delayed a few months from
their non-disabled peers in most age sets. When
they reach about 2 years, they are working on
large objects (blocks, etc) while their peers are
working with small objects (crayons).

12. Considerations
•Ensure optimal lighting.
•Classroom organization must be consistent and
without stray items.
•Put audio devices in equipment for tracking.
•Use brightly colored equipment.
•Wear eye protection for safety when necessary.

13. Sport Opportunities for VI
•Alpine Skiing- Adapted downhill skiing is a team
sport with a sighted guide directing someone
with VI down a course.
•Beep Baseball- A modified game of baseball
which includes buzzing bases, a beeping ball and
team competition.
•Futsal- A reduced dimensional soccer type
game, with sighted goalie.
•Goalball- Strategic 3 on 3 game of throwing a

14. Classification for VI
•Class B1 No light perception in either eye up
to light perception, but inability to recognize
the shape of a hand at any distance or in any
direction.
•Class B2 From ability to recognize the shape
of a hand up to visual acuity of 20/600 and/or a
visual field of less than 5 degrees in the best
eye with the best practical eye correction.
•Class B3 From visual acuity above 20/600 and
up to visual acuity of 20/200 and/or a visual

15. Lesson Presented
•Simulation Goggle Activity Stations
Jumping Rope
Volleying a Ball
Dribbling a Basketball
Locomotor Skills

16. Summary
•Motor Development is delayed among
individuals with VI, but is more noted after age
3.
•Understand the type and severity of vision loss
to better serve individuals with VI.
•Consider the environment and task constraints
when planning and implementing lessons for an
individual with vision loss.

17. Sources
Lantzy, C.R. (2011). American Printing House for
the Blind: What is CVI? Retrieved from
http://www.aph.org/cvi/define.html.
Lieberman, L. (2009). Teaching Children with Visual
Impairments [video file]. Retrieved from
http://www.pecentral.org/mediacenter/video_tea
chingvipart1.html and
http://www.pecentral.org/mediacenter/vide
o_teachingvipart2.html.
Lucas, M. (2011). IBSA Visual Classifications.