適當的適應體育課程使身心障礙學生在生理健康,心理情緒或社會人際上均有一定的效益。此課程相關議題在中小學有很多的討論與研究,其執行也獲得一定程度的推廣,目前在高等教育階段的探討卻幾乎沒有。因應《特殊教育法》2009年的條例,高等教育階段適應體育課程也應受到檢視與推廣。然而高等教育執行適應體育課程的條件及資源與中小學有很大的差異,在實施上應當加以檢視已達到適當的效益。本文主要以中小學實施適應體育課程的經驗出發,比較兩者間之歷史發展、實施條件與課程資源等之差異,思考高等教育面對適應體育課程時所面臨的挑戰,包括實施條件及所面臨的困難,進而提出因應此挑戰之可行策略及未來應努力的研究方向。本文可促使高等教育特殊教育工作中的適應體育課程有更好的實施方向。
Appropriate adapted physical education (APE) is beneficial for students with disabilities to develop physical health, emotion and interpersonal interaction. APE related issues in elementary and high schools have been examined and some actions have been applied in schools. However, examinations on those issues in college were limited because there have been obvious differences in resources and historical development between school and college APE. College APE has formally conducted under the 2009 Special Education Act and thus the college APE curriculum should be evaluated and performed. This article describes the challenges and strategies of college APE after reviewing the programs performed in the elementary and high schools. This article proposes the implications of the college APE program and may have contributions to execute an effective college APE for students with disabilities in Taiwan.