融合式適應體育教學對輕度視覺障礙學生同儕互動及技能學習之影響
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2010
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本研究目的在探討融合式適應體育教學對輕度視覺障礙學生與同儕互動關係及技能學習之影響。本研究對象為高中普通班一位輕度視覺障礙女學生，以融合式適應體育教學活動設計，進行每週2節，實施8週共計16節之排球與籃球教學，以量化分析社會地位選填、同儕接納評等量表、同儕互動觀察表、身心障礙學生動作能力檢測，所得資料以描述性統計分析呈現，以質性分析訪談資料與教學日誌來瞭解班級同儕對研究對象的接納態度與同儕互動改變情形。本研究結果為：（一）融合式適應體育教學活動對輕度視覺障礙學生與同儕在主動與維持互動模式、口語與非口語形式方面皆呈現進步，整體互動次數由第1節課10次進步至第16節課28次。（二）融合式適應體育教學活動對輕度視覺障礙學生在同儕接納態度顯示有改善，被拒絕次數由20次減少為12次，同儕接納評等量表得分由90分進步至106分。（三）輕度視覺障礙學生經融合式適應體育教學活動後，在運動技能學習上有明顯進步，排球低手傳球得分由16分進步至34分，排球低手發球得分由5分進步至24分，籃球運球得分由2分進步至12分，籃球胸前傳球得分由2分進步至16分，平衡動作得分由2分進步至7分。本研究結論為體育教師在指導融合有視覺障礙學生之班級時，運用融合式適應體育教學策略進行活動設計，對視覺障礙學生在人際互動與技能學習成效有正向影響。
The purpose of this study was to examine the effects of inclusive physical education on students with mild visual impairment, peer interaction and skill learning. This participants of this study consisted of a high school regular class with one female student mild visual impairment. Adapted volleyball and basketball activities were implemented to the class to meet the inclusive physical education instruction. The instructional intervention was lasted for eight weeks, two lessons per a week. The quantitative data were collected using the social status check list, peer acceptance rating scale, peer interaction observation system, and volleyball and basketball skill tests. These data were analyzed through descriptive statistical analysis. Qualitative analysis from interviews and teaching field notes were analyzed to interpret the class peer acceptance attitude towards the student with mild visual impairment and changes in peer interaction. The results of this study were: (1) Increases of active and maintaining interactive mode, verbal and non-verbal forms were found during inclusive physical education lessons. The overall number of interactions was improved from 10 during first lesson to 28 times during the 16th lesson. (2) Student with mild visual impairment showed improvement in peer acceptance, the number of rejection by peer were reduced from 20 times to 12; peer acceptance rating scale scores improved from 90 to 106 points. (3) Motor skills of the student with mild visual impairment also showed significant progress: volleyball underhand pass score was improved from 16 to 34 points, volleyball underhand serve score from 5 to 24 points, basketball dribbling score from 2 to 12 points, basketball chest pass score from 2 to 16 points, balanced movement score from 2 to 7 points. In conclusion, it was evidenced that the use of inclusive physical education activities designed for the mild visually impaired student in this study had shown positive effects on social interaction and skill learning outcomes.
The purpose of this study was to examine the effects of inclusive physical education on students with mild visual impairment, peer interaction and skill learning. This participants of this study consisted of a high school regular class with one female student mild visual impairment. Adapted volleyball and basketball activities were implemented to the class to meet the inclusive physical education instruction. The instructional intervention was lasted for eight weeks, two lessons per a week. The quantitative data were collected using the social status check list, peer acceptance rating scale, peer interaction observation system, and volleyball and basketball skill tests. These data were analyzed through descriptive statistical analysis. Qualitative analysis from interviews and teaching field notes were analyzed to interpret the class peer acceptance attitude towards the student with mild visual impairment and changes in peer interaction. The results of this study were: (1) Increases of active and maintaining interactive mode, verbal and non-verbal forms were found during inclusive physical education lessons. The overall number of interactions was improved from 10 during first lesson to 28 times during the 16th lesson. (2) Student with mild visual impairment showed improvement in peer acceptance, the number of rejection by peer were reduced from 20 times to 12; peer acceptance rating scale scores improved from 90 to 106 points. (3) Motor skills of the student with mild visual impairment also showed significant progress: volleyball underhand pass score was improved from 16 to 34 points, volleyball underhand serve score from 5 to 24 points, basketball dribbling score from 2 to 12 points, basketball chest pass score from 2 to 16 points, balanced movement score from 2 to 7 points. In conclusion, it was evidenced that the use of inclusive physical education activities designed for the mild visually impaired student in this study had shown positive effects on social interaction and skill learning outcomes.
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融合式適應體育, 視覺障礙, 同儕互動, 技能學習, Inclusive physical education, Visual impairment, Peer interaction, Skills learning