{'fraction_non_alphanumeric': 0.020895522388059702, 'fraction_numerical': 0.003980099502487562, 'mean_word_length': 5.023952095808383, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Comparison of Levels of Fundamental Skill and Cardio-Respiratory Fitness of Blind, Deaf, and Non-Handicapped High School Age Boys

Groups of 14- to 16-yr.-old males who were blind, deaf or normal were administered selected stunts from the Iowa-Brace Motor Educability Test and the Ohio State University Step Test. The non-handicapped students scored significantly higher on the motor educability test than the deaf students. The deaf students scored significantly higher than the non-handicapped students on the Ohio State University Step Test. The deaf student's problem area on the motor educability test was balance due to damage of vestibular mechanism associated with the etiology of deafness. The blind students scored in between the others on both tests and were not significantly different from either. It was concluded that balance-oriented activities should be in the curriculum of the handicapped and that impaired cardio-respiratory fitness is not to be associated with blindness and deafness.