Publication:

影響體育教師指導身心障礙學生態度因素研究

中文摘要

本研究旨在探討不同背景的體育教師（性別、年齡、體育教學年資、身心障礙學生教學經驗、適應體育課程、特殊教育課程、教學經驗品質評價、自覺能力、職務類別、畢業學校類別、主修科目、運動員背景）和教導身心障礙學生（情緒╱行為異常、輕度－中度智能障礙、中度－重度智能障礙、視覺障礙、肢體障礙、學習障礙、聽覺障礙及身體病弱）態度之關係。

本研究共計有體育教師477人填寫改編自Rizzo(1993)所著之PEATID-Ⅲ中文版「體育教師指導身心障礙學生態度量表」；研究資料經由t考驗、單因子變異數分析、Scheffe法事後比較及逐步多元迴歸分析結果如下：

一、體育教師在身心障礙學生教學經驗、修習過特殊教育課程、教學經驗品質評價及自覺能力等因素和指導身心障礙學生態度有顯著差異。

二、體育教師指導身心障礙學生態度之最佳預測因子依序為：自覺能力、特教學分、身心障礙學生教學經驗。

三、體育教師對不同障礙類別學生之指導態度，由正向到負向依序分別為：身體病弱、學習障礙、輕度－中度智能障礙、肢體障礙、聽覺障礙、視覺障礙、情緒╱行為異常、中度－重度智能障礙。

根據本篇之結果可了解臺灣體育教師對於指導身心障礙學生之態度較傾向負面，未來在學校教育及在職進修中需加強體育教師對於實際指導身心障礙學生之知識及經驗，以改善指導身心障礙學生體育教學之品質與內容。

ABSTRACT

The purpose of this study was to examine the association between demographic attributes (gender, age, year of teaching physical education, experience of teaching students with disabilities, adapted physical education courses, special education courses, rate the quality of teaching experience, perceived competence, official job, educational background, major, and athletic background) of physical educators and their attitudes toward teaching students with disabilities (emotional/behavioral disorder, mild-moderate mentally impaired, moderate-severely mentally impaired, visual disability, physical disability, learning disability, hearing disability, and body weakness).

Physical educators (n = 477) were asked to complete the Chinese edition of the Physical Educators’ Attitudes Toward Teaching Individuals with Disabilities (PEATID) survey that revised from Rizzo’s (1993) PEATID-Ⅲ. Data were analyzed through t-test, one-way ANOVA, Scheffe’s method, and stepwise multiple-regression procedures.

The results regarding the three questions addressed in this study were summarized as follows.

1.Four variables were significantly correlated with attitudes toward teaching students with disabilities: experience of teaching students with disabilities, special education courses, rate the quality of teaching experience and perceived competence.

2.Perceived competence was the most significant predictor of favorable attitudes. Special education credit was the second most significant attribute, followed by experience of teaching students with disabilities.

3.Attitudes toward teaching students with disabilities varied as a function of disabled condition, students with body weakness were viewed more favorably than other types of disabilities.

According to the result in this study, physical educators’ attitudes toward teaching students with disabilities tend to be negative. Consequently, it may be important to enhance the physical educators’ knowledge and experience about teaching students with disabilities in the future academic preparation and in-service education, and to promote the quality of physical education toward teaching disabled students.