体育科教育における障がいのある生徒の実技指導研究 -那覇市A中学校の学校体育実践を通して-

type:Article

本研究では,中学校における協同授業の実施を通して,障がいのある生徒と障がいのない生徒が,共に体を動かし楽しむ「体育」が持つ意味,障がいのある生徒の本来の授業参加を困難にしている要因を探ることも目的とした。共に体を動かし楽しむ「体育」は,障がいのある生徒のみならず,障がいのない生徒にも好影響を及ぼすことが検証された。また,障がいのある生徒の本来の授業参加を困難にしている要因として,1安心して授業展開できる人員配置・予算の不足2教員や生徒の障がいのある生徒柔軟性に対する過小評価など,思い込みや不慣れ3大学等における教育不足などが明らかになりつつある。

A purpose of this study was to considerate significance of physical education classes involved students with special needs and without special needs through collaborative teaching and learning. It was another aim to detect factors for a student with special needs which obstruct participating in physical education classes. Participants of this study were a student with special needs, his 32 classmates, his guardian, and three physical education teachers. A student with special need has physical difficulties and use wheelchair daily based. A male teacher taught him physical education on the whole the student with special needs. Another male teacher taught him swim classes. And a female teacher did not teach physical education generally, but she led him when students practice an athletic meet. The term of this study was from April to October, 2006. The author taught students with the physical education teacher five times for basketball and three times for swimming. The teacher mentioned to follow the year guidance plan when we discuss had discussed an event. So, basketball and swimming were selected for collaborative teaching and learning inevitably. A student with special needs practiced individually and a member of a group and then they played basketball game. Students were interviewed about their impressions before and after this study. They also write a composition. The guardian was interviewed her expectation toward physical education. Three teachers were interviewed about difficulties of teaching a student with special needs and without special needs, reasons of them, and their impression before and after collaborative teaching. As a result of this study, it was suggested as follows: (1) Students without special needs changed their impression positively toward physical education classes involved a student with special needs and himself. (2) There was a lack of human resource and budget to teach a student with special needs and without special need together. In addition, there were a lack of knowledge and experiences on teachers for teaching students with special need. (3) There were underestimation and wrong impressions of teacher toward a student with special needs caused by an insufficiency of education.