An Investigation on the Current Situation and Implementation of Inclusive Adapted Physical Education in Senior and Vocational High School

• Main Authors: Tsai Jiu-Fen, 蔡菊芬
• Other Authors: Keh Nyit Chin
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/t3sp38

碩士 === 國立臺灣師範大學 === 體育學系在職進修碩士班 === 96 === The purpose of this study was to investigate the current situation and needs of senior and vocational high school PE teachers who adopted inclusive adapted physical education (IAPE), and to examine the difference brought by teachers with different background variables. Data were collected using self-designed questionnaires. A total of 456 questionnaires were administered to senior and vocational high school PE teachers in Taiwan. The percentage of valid questionnaires was 70.18% (382 returned and 42 invalid copies). The data were statistically analyzed by frequency, percentages, t-test, one-way ANOVA, and Scheffé Post Hoc Test. Major findings were as follows: (1) In terms of personal background, 56.3% of teachers surveyed had participated in on-job training about adapted physical education(APE), mostly participating in special education program and short-term training course. (2) In terms of current teaching, more than half of participants of the PE teachers seldom modified teaching facilities and instruction models. They seldom used special teaching equipment in the regular class including students with disabilities. With regard to the evaluation on the students with disabilities, most teachers modified movement skills, evaluation standards and methods to match up the special occasions. Most PE teachers thought that “learning disability” and “moderate disabled” students were more appropriate to be placed in regular classes than those of other disabilities types and levels. As for teaching strategies, peer tutoring was most commonly adopted while team-teaching was rarely applied. For teaching activities, regulations and environment were often adjusted. The support system was seldom used. (3) In terms of teachers’ needs, requirement for administration system items had the highest scores. Over 80% of teachers had demands in information about “prevention and arrangement of exercise injury and special condition for students with disabilities”, “least restrictive environment and related teaching equipments”, “budget”, “the support from professional team with experiences in special education”, and “certification system”. (4)In terms of differences, there were significant differences among age, teaching years and administrative experiences of the teachers on items of teaching difficulties. Teachers with in-service experience thought that students with moderate disabilities should be placed in regular classes. There were significant differences among experience of teaching the special educational class in teaching facilities, models, equipment, content about teaching activities, and writing teaching planning of PE course. In conclusion, senior and vocational high school PE teachers were lack of knowledge of IAPE; the educational authorities should pay more attention and provide training courses and seminar to help teachers to achieve the goal of IAPE, and ensure the educational right of the students with disabilities.