如何提供身心障礙學生安全的體育教學環境

How to provide students with disabilities in a security environment on Physical Education

陳張榮(Jang-Rong Chen) ； 劉雅齡(Ya-Ling Liu)

《惠明特殊教育學刊》 3期 (2016/04) Pp. 169-180

https://doi.org/10.6297/JHMSE.2016.3(1).10

摘要

受到世界潮流影響及特殊教育法令的規範，台灣有越來越多的身心障礙學生將融入普通學校中和一般學生接受相同的教育。融合教育趨勢下，許多體育教師即將面臨的挑戰就是體育教學的安全問題。身心障礙學生由於身體、認知、感官、知覺、與情緒上的障礙，致使在動作反應與運動表現均不及於其同儕，這些能力上的差異往往是導致受傷的原因。雖然，安全問題是融合身心障礙學生的重要考驗因素，但安全問題千萬不可成為體育教師排斥身心障礙學生參與一般體育課的藉口。本文將從五個重要的體育教學層面加以探討，並提供體育教師教學策略，以確保身心障礙學生融入普通體育課的安全性。

關鍵字

身心障礙學生 ； 體育教學 ； 融合教育 ； 個別化教育方案

並列摘要

Students with disabilities are covered by Special Education Law. All students with diagnosed disabilities must be provides an appropriate physical education programs as prescribed by their Individual Education Program (IEP). As more and more students with disabilities are included in regular physical education, an immediate concern to regular physical educators is safety. While safety is certainly a concern for physical educators, safety concerns should not be used as an excuse to separate students with disabilities from participating regular physical education. This article will discuss five important aspects of how to make inclusive settings safe including: (a) the student with disabilities, (b) the teaching environment, (c) the equipment, (d) the teaching techniques, and (e) content.

並列關鍵字

students with disabilities ； physical education ； inclusive education ； Individual Education Program