教育學報



台灣大專身心障礙學生對適應體育課程目標之觀感及其關聯因素

2018.第46卷第2期(Vol. 46 No. 2).pp. 87–107
 

台灣大專身心障礙學生對適應體育課程目標之觀感及其關聯因素

College Students’ Views of the Goals of Adapted Physical Education Courses in Taiwan

陳麗如(Li-Ju CHEN)

摘要

本研究探討台灣大專身心障礙學生對其所修習適應體育課程目標之觀感,包括對目標的期待、達成目標的感受及與此期待相關的因素。以隨機取樣全台灣北中南東共53所大專院校,而後向曾經修習適應體育課程的216位身心障礙學生,以自編問卷施測。結果以SPSS描述統計、單因子變異數分析及AMOS進行結構方程模型驗證後發現:(1)大專身心障礙學生對適應體育課程存有一定期待,修課經驗卻讓學生覺得教師所授的適應體育課程並不理想,認為期待目標達成的情形不佳;(2)融合體育班級的身心障礙學生比體育特別班的學生參與適應體育課程的狀況更佳;輕度障礙比中重度障礙學生對適應體育課程目標達成的情形較滿意;(3)學生對大專適應體育課程目標是否能有正向的期待與其所感受教師執行課程的情形有關聯,與學生個人狀況的關聯則較不明顯。

關鍵詞:結構方程模型;適應體育課程;體育特別班;體育課程目標

Abstract

This study explored the views of college students with disabilities of the goals of adapted physical education courses. A questionnaire was distributed to 216 students with disabilities from 53 colleges in Taiwan. Using descriptive statistics, ANOVA, and the structural equation modeling test, the study found that: (a) students with disabilities had high expectations for adapted physical education courses, and they indicated that the courses did not effectively meet their expectations; (b) students with mild disabilities were more satisfied than students with moderate and severe disabilities with the education goals reached; the students who enrolled in inclusive physical education classes experienced better conditions than those enrolled in segregated physical education classes to participate into the adapted physical education courses; (c) significant correlation was found between the courses offered and the students’ expectations, but the students’ personal conditions did not have correlation with their expectations. The study will contribute to improving adapted physical education for college students with disabilities.

Keywords: parental involvement; school-business partnership; disadvantaged students; positive psychology; hope