The Effective of Inclusive Physical Education on Motor Ability and Peer Interaction in Elementary School children with Cerebral Palsy

• Main Authors: Wei-Jun Wang, 王惟俊
• Other Authors: 李淑玲
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/25860444807322991484

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 95 === The research is to discuss the teaching effectiveness of physical education on a cerebral palsied child. We focus our research on a nine-year-old child in the P.E. class to see his participation, motor ability, and peer interaction. Under the single subject design , we come to a conclusions as follows, （a）a cerebral palsied child can improved his or her participation in water as the curriculum is adapted in its goals, contents, and ways of implementation. （b）the motor abilities of a cerebral palsied child, including the speed of controlling wheel chair movement, the scoring of the softball pitch, and the distance of the softball pitch, are all directed to a positive development. （c）the interaction patterns between a cerebral palsied child and his or her peers are found. We’ve found that there are three interaction patterns between a cerebral palsied child and his or her peers—physical interaction, language interaction, and the interaction pattern with both. In our research, we notice that a cerebral palsied child and peers, whatever in water or on land, have the most physical interaction; the pattern of physical-language interaction is the next; the least happened is the language interaction. （d）in the inclusive physical education, the interaction between a cerebral palsied child and his or her peers is highly related to the peer inclination to assist the case. In our research, we discover that in activities when peers are more willing to assist the case, he or she has more interaction with the peers. They are both highly related. （e）in the inclusive physical education, the interactions of a cerebral palsied child and peers are varied under the influence of curriculum design. With different curriculum goals, contents, and ways of implementation, a cerebral palsied child and his or her peers have a different interaction. Besides, in our research, we especially detect that a cerebral child has more interaction with his or her peers during games or group activities.