Barriers to Participation: Inclusive Physical Education Program for Children with Cerebral Palsy at Elementary Schools

• Main Authors: Chen, Cih-Jie, 陳慈媫
• Other Authors: Lin, Shu-Wen
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/85441733695228080892

碩士 === 國立臺南大學 === 特殊教育學系輔助科技碩士班 === 102 === This study used participatory action research. Researcher figure out two cerebral-palsy student who study in senior grade of elementary school A and B with individually observe and interview, how they participated in the PE class, what the factors influence the perform in PE class are, and the difficulties to use mobility aids in PE class; Working with four PE teachers who teach at high grade of these schools by inclusive physical education. According to activity characteristics and need of two cerebral-palsy students to design and modify their mobility aids（Hand-made wheelchairs). In our study, researcher through tools such as observation sheet, interview outline, check-list, peer-questionnaire, and documentation diary to record the information during the program and execution process of inclusive physical education to discuss the influence and effect of cerebral palsy students by carrying out inclusive physical education, and the factors which influence the participation in PE class in the proceed, and to collect opinions of all participants, including cerebral palsy students, peers, and PE teachers. The main discoveries of this study are following: 1. Before using inclusive physical education, two students participated PE class less because of different factors. Because the student A’s PE teacher couldn’t give attention to both the student A and the peer, he participated the class seldom; the student B’s teacher worried about the unpredictable injury, so the teacher had reservations about the student B to participate the PE class result in the student B had participated PE class never. In participating PE activity, the mobility aids, which used by two students influenced the performance. 2. In the program and execution process of inclusive physical education, the researcher and four PE teachers who teach senior grade could plan, execute and modify the activity scheme efficiently, but reaction and situation about the execution process between the researcher and PE teachers would influence to participation at PE class of two cerebral palsy students. 3. The hand-made wheel chair can elevate the quality of movement but have some limitations; adjustment depends on characteristic of physical activity, movement pattern of cerebral palsy students and the opinion which provided by research participants in the PE class. 4. After executing the inclusive physical education for half and a year, the student A had interested to the PE class and the peer admit him easily, he participated the PE class more than before and self-decision ability got improvement; the student B couldn’t admit the PE activity easily, and in the beginning, the researcher couldn’t communicate the PE teacher sufficiently, so the participation of student B not as prediction, the student B’s skill of social communication elevated slightly at the last. 5. The research participants of the student A’s inclusive physical education had positive attitude and would assistant him to participate the PE class; the research participants of the student B had reservation. Besides, researcher, PE teachers and parts of the peer of the student A earned positive experience about assistant cerebral palsy student to involve in PE class. At last, according to result of the research, researcher provides reference direction and advises to practice and researcher who want to engage into inclusive physical education of cerebral palsy students.