Lieberman, L. J., Volding, L., & Winnick, J. P. (2004). Comparing Motor Development of Deaf Children of Deaf Parents and Deaf Children of Hearing Parents. American Annals of the Deaf, 149, 281-289.

has been cited by the following article:

• TITLE: Physical Education: Adaptations and Benefits for Deaf Students

  AUTHORS: Clévia Fernanda Sies Barboza, Alex Sandro Lins Ramos, Paula Alvarez Abreu, Helena Carla Castro

  KEYWORDS: Deafness, Inclusion, Physical Activity, Physical Education, Teaching

  JOURNAL NAME: Creative Education, Vol.10 No.4, April 19, 2019

  ABSTRACT: Human development encompasses a relationship between genetics and environment factors including affective, social, cognitive and motor development. Physical activity can reduce the risk of several diseases also stimulating health promotion, feelings expression, formation of critical awareness, autonomy development, motivation for study and others. In case of deaf students, physical education also has other benefits, including social inclusion. Many challenges need to be overcome on adapted physical education for deaf students such as the lack of bilingual teachers and also the lack of specific signs of some important words for physical education. Herein we reviewed the benefits of physical activity for deaf children, highlighting some adaptations for helping on teaching and learning and development of this public.