A Study on Elementary School Students’ Acceptance Attitudes toward Their Mental Retardation Peers and Learning Effects in Inclusive Physical Education

• Main Authors: Guan-Zhi Ye, 葉冠志
• Other Authors: 何茂松
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/97672675471220967193

碩士 === 臺北市立教育大學 === 體育研究所 === 94 === The purpose of this study aimed mainly at studying the difference of acceptance attitudes of elementary school students in inclusive physical education, the difference of learning effects by comparing students in inclusive physical education with those in physical education, and realize thoughts and feelings of elementary school students in inclusive physical education. According to the purpose of this study, the subjects were sampled from the third grade of elementary school students. They are divided into two groups and participate in inclusive physical education and physical education. Dependent sample t-test, Effect Size and Analysis of Covariance are applied to analyze the data of forms. In addition, arrange these feedback forms of students in inclusive physical education and use quality analysis. The conclusion shows that (1)“Inclusive Physical Education” can improve the acceptance attitudes of students toward their mental retardation peers, (2)the difference of learning effects is not significant between the two groups, (3)according to analysis of the feedback forms, “Inclusive Physical Education” can improve the students’ impression and opinions toward their mental retardation peers; most of students express that mental retardation peers don’t affect their moon and learning performance in class, affirm their learning performance, and show the willing to help them constantly.