A Qualitative Study of the Status of Inclusive Adapted Physical Education in Elementary Schools

• Main Authors: Li-Tse Chen, 陳理哲
• Other Authors: Hung-Shih Chou
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/43142708357164202705

博士 === 國立體育大學 === 體育研究所 === 101 === The purpose of this study was to understand the status of inclusive education and inclusive adapted physical education. This study discussed the perspective of elementary school teachers regarding students with disabilities return to regular class and the behaviors of administrators. The teachers’ demands and difficulties of performing inclusive adapted physical education were also discussed. Through the conclusions and suggestions the study proposed, it is expected to provide future references for raising the quality of teaching and benefit students who have special needs. The study adopted qualitative research by interviewing four administrators and eight teachers. The research findings were outlined as the following. First, regarding the status of practicing inclusive education in elementary schools, the interviewed teachers emphasized two key points: a) the process is not as smooth as expected, and b) they felt like spinning tops. It meant that most of the Nantou County’s elementary schools adopted the mainstream concept, but those teachers showed their dissatisfaction with regard to following this policy. Second, regarding the attitude and influence of the inclusive education, those teachers raised three points: a) the idea of parents could not be conquered, b) the social atmosphere was against teachers, and c) do the right thing. Third, as for the demands and difficulties of performing inclusive adapted physical education, those teachers recognized its value and function for children with disabilities, and also considered themselves as enthusiastic educators. However, they considered that they suffered from lack of professional knowledge about adapted physical education and special education resources. Hence, the quality of teaching still needed to improve. To sum up, the teachers played a crucial role in improving the quality of inclusive education who needed to reflect themselves constantly, kept learning to stay professional, and maintained their enthusiasm. In addition, the education authority must take teacher’s suggestions into consideration carefully and advised them based on the difficulties they faced and suggestions they proposed. With the implementations of multiple solutions, it is possible to gradually improve the professionalism of teachers and resolve issues schools faced.