Disability simulations have developed as a popular professional development tool to help increase knowledge and awareness of disability and facilitate pedagogical learning among prospective and pre-service teachers. The aim of this research is to explore the ethics of sighted people simulating visual impairment from the perspective of visually impaired people. Participants were nine visually impaired adults who read vignettes narrating simulation experiences of prospective physical education teachers in a university setting before being interviewed about their perceptions of what they had read. Interviews were conducted via telephone, and were recorded, transcribed, and subjected to thematic analysis. The themes constructed and discussed in this article from an ethical perspective are: (1) involving visually impaired people in simulated experiences; (2) reinforcing negative attitudes about visually impaired people; (3) tensions involving touch for pedagogical purposes; and (4) adapting activities and grouping pupils in relation to 'ability'. In this article we explore what visually impaired people say about sighted people wearing blindfolds and doing activities to learn about visual impairment. Visually impaired people say that they should be involved in the planning and delivery of the activities. Visually impaired people are concerned that if they are not involved, the activities may reinforce negative attitudes about them. Some visually impaired people say that teachers should not use touch to teach visually impaired pupils. Others say that touch is important for supporting learning and preventing injury. If touch is used to teach visually impaired pupils, when and how it is used must be decided by the visually impaired pupil and discussed with the teacher. Visually impaired people are concerned that grouping pupils in relation to 'ability' may result in exclusion. [ABSTRACT FROM AUTHOR]