Development of independent locomotion in children with a severe visual impairment.

Hallemans et al. (2011) filmed kids with severe visual impairments walking across a room. They timed each stride and compared the numbers to sighted peers.

The study used a quasi-experimental design. No one got an intervention. The goal was to map how blindness changes basic walking patterns.

Visually-impaired walkers moved slower, took shorter steps, and kept each foot on the ground longer. They also spent more time with both feet down.

These timing shifts look like balance-saving tricks. Kids may be trading speed for steadiness because they cannot see the floor ahead.

Whitehouse et al. (2013) tested 12 gross-motor skills in blind children and found the biggest gaps in running, leaping, kicking and catching. Ann's gait data help explain why: slower, wider-based walking makes fast or coordinated moves harder.

Aslan et al. (2012) tracked weekly activity with waist sensors and showed that few visually-impaired youth ever reach vigorous intensity. The cautious stride pattern seen by Ann may be one reason these kids stay inactive.

Schott et al. (2021) discovered that blind children also struggle to picture body positions in their mind. Together, the three papers paint a loop: poor body images feed cautious strides, and cautious strides limit practice, so skills stay low.

If a client with visual impairment walks slowly or shuffles, do not just cue "walk faster." Teach balance first: cane scanning, weight shifts, and auditory landmarks. Add brief, game-like bursts of running or leaping to break the slow-stride habit. Track progress with simple stride counts or timing mats. Better balance and bolder steps can open the door to higher activity levels and fuller participation in school and play.