Universal Design Curriculum of Health and Physical Education: Improving CurriculumParticipation for a Primary School Student with Health Impairment

• Main Authors: Yi-Shan, Liao, 廖洟珊
• Other Authors: Shu-wen, Lin
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/md3czq

碩士 === 國立臺南大學 === 特殊教育學系輔助科技碩士班 === 102 === The method adopted in this research was action research, and the researcher developed a universal design curriculum (UDC) for health and physical education to improve the participation of a primary school student with health impairment in health and physical education courses. When the student recovered from sickness and was required to resume regular classes, the UDC was used to solve problems in peer interaction, improve other students’ attitude toward the student with health impairment, and increase the teachers’ use of an UDC. The researcher relied on observations, interviews, a journal, and other means to collect data from the student with health impairment, peers, and teachers of general education classes, health education classes, physical education classes, and a self-contained special class. In addition, the researcher explored the conditions under which the UDC was developed and implemented, and investigated the effects of UCD on students with health impairment, peers, and teachers. The results of this study are detailed as follows: 1. After the student with health impairment recovered from an illness, he returned to school to participate in health and physical education. The student encountered several problems, including disease, teachers who were worried about his illness, difficulty in understanding the curriculum design and completing the evaluation, negative peer attitude, and inadequate preparation regarding the transfer from homebound services to school. 2. The health education teacher, physical education teacher, and self-contained special class teachers and researcher developed and implemented the UDC collectively. Most of the aforementioned problems were solved and a positive attitude was established through this collaboration. 3. At the preliminary step of the UDC, the researcher identified numerous problems, including discrepancies in the teaching style of teachers, negative peer attitude, inflexibility in the curriculum design, and the lack of consideration given to students with special needs. 4. At the formal step, the problems identified at the preliminary step were solved. In addition, other problems were identified at the formal step, including a lack of participation in the class activities, the time of the discussion, and the need for the curriculum design to accommodate the ability level of target students. 5. The UDC caused the student with health impairment to feel accepted by his peers and proactively participate in the curriculum and increased his level of participation. 6. The UDC affected peer attitude; specifically, all of the student’s peers understood the sickness of the student with health impairment and developed a positive attitude toward the student. Few of the student’s peers held a negative attitude toward the student. 7. Thus, in this study, the researcher determined the conditions under which teachers use a UDC, observed an increase in the benefits of the curriculum design, and discovered that the participating teachers wished to use the UDC continually. Furthermore, these teachers exhibited highly proactive performance regarding their participation in the UDC.