台灣地區啟智學校適應體育教學

Abstract

本研究目的旨在瞭解臺灣區啟智學校實施適應體育現況、需求、困難以及實施融合式適應體育之意見。研究方法採問卷調查法，共發出206份問卷，回收182份問卷，回收率為88.3%，回收之資料以次數分配、百分率、獨立樣本t考驗來分析。本研究結果發現有下列五點：（一）各校適應體育皆能為智能障礙學生以每週固定二節課安排體育課程，擔任教學者以導師為主，女性居多，其年齡大致在31-35歲，有 99.4%受過特殊教育專業訓練，其中有 88.5%的教師為非體育科系。（二）教師規劃體育課程方式以「擬定個別化體育教學方案」為主。課程依據以「依實際狀況自行調整訂定」較「高中職教育階段智能障礙類課程綱要」為多，教師以「擬定個別化教學計畫後，自行規劃體育教學活動」為教學型態。（三）體育教學活動內容以球類、田徑、韻律舞蹈為主。最常使用的教學場所以田徑場、活動中心、籃球場為主。（四）教師需要適應體育教學資訊、學術交流及多舉辦身心障礙運動會和活動。（五）實施的困難是學生體能狀況欠佳、缺乏適應體育專業知能和參考的教材。（六）教師認為如具備適應體育教學知能才願意擔任教學工作。（七）教師對融合式適應體育實施的看法是幫助智能障礙學生體驗活動的樂趣和增加參與感，獲得社會經驗。建議部份是將體育課納入正式課程，多舉辦適應體育研習、研討會、觀摩會以提昇教師專業能力。本研究之發現可供日後推展適應體育活動和教學之參考。The purpose of this study was to examine the current status on adapted physical education teaching in 9 schools for students with intellectual disability. Questionnaires were used to survey the adapted physical education status and the need, problem and implementation of adapted physical education teaching. Two hundred and six questionnaires were administered to teachers and administrators of the schools. The returned rate of the questionnaires was 88.3%. The data were analyzed with frequency, percentage and independent t-test. The results were as follows: (1)All 9 schools provided 2 lessons of adapted physical education per week. Female classroom teachers aged from 31-35 taught the lessons. Among them 99.4% were trained in special education but 88.5% were without physical education training. (2)Teachers planned lessons based on the individualized physical education program. (3)Teaching contents were mainly ball games, track and field and rhythmic dance. The facilities most frequently used were track and field, activity center and basketball court. (4)Teachers’ needs were on teaching information, academic exchange, and professional training. (5)The problems were on student's low physical fitness level and lack of adapted physical education training and teaching materials. (6)Most teachers were willing to teach adapted physical education if they were given professional training. (7)Teachers thought positively about inclusive physical education teaching. They wanted to help students to experience the fun of activity and social learning. They suggested that physical education should be included in the formal curriculum, and to hold conference, workshop and teaching demonstration to promote teacher’s professional competency. These findings could be used as reference to develop adapted physical education and teaching.