融合教育下身心障礙學生體育課之現況反思

A reflection of the physical education resource in the trends of inclusive education at students with disabilities

梁焜珉(Kung-Ming Liang) ； 陳武雄(Wu-Hsiung Chen) ； 徐振德(Chen-Te Hsu)

《臺灣運動教育學報》 13卷1期 (2018/05) Pp. 31-50

https://doi.org/10.6580/JTSP.201805_13(1).02

摘要

融合教育是目前世界各國的教育主軸，除能有效地增進身心障礙學生能力，並能促成普通學生「瞭解和接納差異」的良性循環。體育教學則是融合教育中落實學生平等理念、重視個別差異並促進同儕互動學習的重要機會。目的：本文旨在觀察目前我國高中以下學校不同類別的身心障礙學生上體育課比例及相關體育課程資源現況，並討論目前身心障礙學生體育課現況。方法：採混合研究取向，透過分析全國各級學校的體育課程數據，以訪談9位學校教師的質性研究為主軸。結果：發現在國小男生有94.27%，女生有90.61%、國中男生有95.11%，女生有91.67%、高中男生有96.04%，女生有93.51%的身心障礙學生參與體育課程；但是體育課程大多偶爾才為身心障礙學生進行調整。結論：身心障礙學生融入一般體育課已成趨勢，但相對的適應體育資源仍顯不足，未來相關政策應更注重身心障礙學生體育課程品質的提升。

關鍵字

適應體育 ； 特殊教育法 ； 無障礙環境 ； 個別化教育計畫

並列摘要

Purpose: Inclusive education can enhance abilities for disabilities students, and let general students learn how to ＂understand＂ and ＂accept＂ of disabilities students. In education scene, physical education is the best way to study equality and communication between disabilities students and others. This paper discusses the policy of adapted physical education (APE) and analysis PE resources in different type students with disabilities at all levels schools. Method: This study adopted mixed methods research by quantitative and qualitative analysis. Quantitative data were collection from schools at all levels in Taiwan. Qualitative data were collection from interview 9 school teachers. Result: The study finds students with disabilities in regular classes were mostly teaching by PE teachers. But PE curriculum only adjusts occasionally for students with disabilities. Conclusion: Schools who participates APE workshops can better to design curriculums by referring IEP. Students with disabilities into the general physical education is the trend, and APE resources are still insufficient.

並列關鍵字

Adapted Physical Education ； the Special Education Act ； Accessible Environment ； Individualized Educational Program

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