The Study of Current Status on Adapted Physical Education Teaching in Schools for Students with Intellectual Disability

• Main Authors: Huang, Ming-Hsia, 黃明霞
• Other Authors: Keh Nyit Chin
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/81514295093735496110

碩士 === 國立臺灣師範大學 === 體育學系在職進修碩士班 === 92 === The Study of Current Status on Adapted Physical Education Teaching in Schools for Students with Intellectual Disability Master’s Thesis, June, 2004 Huang, Ming Shia Advisor: Keh Nyit Chin, Ph.D. Abstract The purpose of this study was to examine the current status on adapted physical education teaching in 9 schools for students with intellectual disability. Questionnaires were used to survey the adapted physical education status and the need, problem and implementation of adapted physical education teaching. Two hundred and six questionnaires were administered to teachers and administrators of the schools. The returned rate of the questionnaires was 88.3%. The data were analyzed with frequency, percentage and independent t-test. The results were as follows: (1)All 9 schools provided 2 lessons of adapted physical education per week. Female classroom teachers aged from 31-35 taught the lessons. Among them 99.4% were trained in special education but 88.5% were without physical education training. (2)Teachers planned lessons based on the individualized physical education program. (3)Teaching contents were mainly ball games, track and field and rhythmic dance. The facilities most frequently used were track and field, activity center and basketball court. (4)Teachers’ needs were on teaching information, academic exchange, and professional training. (5)The problems were on student''s low physical fitness level and lack of adapted physical education training and teaching materials. (6)Most teachers were willing to teach adapted physical education if they were given professional training. (7)Teachers thought positively about inclusive physical education teaching. They wanted to help students to experience the fun of activity and social learning. They suggested that physical education should be included in the formal curriculum, and to hold conference, workshop and teaching demonstration to promote teacher’s professional competency. These findings could be used as reference to develop adapted physical education and teaching. Key words: intellectual disability, adapted physical education, social learning