The Disadvantaged Groups in Physical Education—The Historical Track of School PE forPhysicallyDisabled Students in Taiwan Junior Highand Primary School (1945 ~ 1998)

• Main Authors: HUANG,CHENG-HAO, 黃政皓
• Other Authors: LIN,MEI-CHUN
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/81305591315446236786

碩士 === 國立臺灣師範大學 === 體育學系 === 98 === The essay probes into different physical education appearances of physically disabled students in primary and junior high school during 1945 to 1998. The study brings out four findings. First of all, as to the “Physical Policy, the government has put more emphasis on physically disabled students since the nine-year compulsory education was carried out. In 1973, the experimental study of “The Physical Education for Physically disabled Students in Junior High School” established a landmark for school physical education. Then, owing to the upspring of special education in 1990s, the school was entrusted to advance measures related to physical education for physically disabled students. Regarding “The Content of Physical Education”, there’re specific PE courses for physically disabled students in both special schools and special classes. And the teaching materials are amended according to different times. Moreover, teachers would adapt their teaching aids and places to students’ learning conditions. Though there’s no specialized institution for fostering teachers, Normal Universities and Development Research Center hold several relevant courses to provide helps. And concerning“PE Activities in School”,in general school physically disabled students are more willing to take part in PE courses with time. Ren-Ai Experimental School provides abundant extracurricular PE activities for physically disabled students. Besides, the athletics meet they hold would take students situation into consideration, designing interesting competition for special students. Lastly, this study discusses “The Feedback between Teaching and Learning.” The vulnerable voices discover that although the policy’s not completely conveyed to teachers, and the movement is easily affected by the head of the institution, the passion and belief could make up the defects of the policy. Generally speaking, physically disabled students are still easily overlooked in general schools, and the practice of PE has multiple meanings both for teachers and for students. Overall, special schools or special classes would offer more colorful physical education than general schools. In this case, the physical education in general school isn’t put into practice most of the time, and the physically disabled students are still the disadvantaged groups.