There are many cognitive, physical, and social–emotional benefits for youths from participating in outdoor adventure activities. However, youths with visual impairments are not given the same opportunities to participate in outdoor adventure activities as their peers without disabilities. The purpose of this study was to examine the outdoor adventure experiences of youths with visual impairments participating in a week-long sports camp. Thirty-seven youths with visual impairment (ages 9–19 years) attending a one-week sports camp participated in this study. Participants engaged in a variety of outdoor adventure activities throughout the week of camp (e.g., sailing, hiking, rock climbing, biking, kayaking). Participants provided written accounts about their outdoor adventure experiences and were observed throughout the week during each activity to examine instructional strategies and task modifications. Additionally, 10 randomly chosen athletes, their one-on-one coaches, and five outdoor recreation specialists participated in focus group interviews. The data analysis revealed three major themes: (1) Benefits, (2) Support, and (3) Barriers. The subthemes of benefits were enjoyment, independence, and relationships; the subthemes of support were instructional strategies and task modifications; and subthemes for barriers were fear and anxiety, exclusion and low expectations, and lack of equipment. These findings support the inclusion of youths with visual impairments in all outdoor adventure programming with appropriate instruction and modification.

Orientation and mobility (O&M) provides individuals with visual impairments the skills needed for independent travel and community participation. Despite training requirements, including 350+ internship hours, research on internship experiences remains limited. Short-term programs, such as 1-week sports camps, offer experiential learning opportunities that help interns fulfill required competencies and hours. This qualitative study examined the experiences of seven O&M interns and seven youth athletes with visual impairments at a sports camp through written accounts, observations, and focus groups. Three themes emerged: (1) experiential learning and skill development, (2) strategies fostering independence, and (3) challenges to skill acquisition. Findings emphasize the role of multidisciplinary collaboration between O&M and adapted physical education (APE) specialists in promoting O&M skills and confidence among athletes. However, barriers like unclear roles, limited guidance, and Academy for Certification of Vision Rehabilitation and Education Professionals (ACVREP) competency concerns highlight the need for improved preparation and communication. Camps provide valuable real-world practice, reinforcing the importance of transdisciplinary practice and collaboration with APE specialists.