インクルーシブ体育における「まさつ」が子どもの相互理解に及ぼす影響

概要

論文の詳細を見る
A boy with mental retardation, aged 10, was included in regular physical education (PE) classes of the same age group involving volleyball games. The purpose of this study was to elucidate the interpersonal friction occurring in inclusive physical education, and the solution achieved for it at the time by time sampling. Children without mental retardation showed the 'urge' (35%), 'act together' (11%), 'give them space' (10%), and 'be acceptant' (8%). When the child with mental retardation went out on the volleyball court and were unable to play volleyball, children without mental retardation encouraged them to serve the ball and play together. When the child with mental retardation became mischievous with the other to gain attention, the children without mental retardation backed off. When the child with mental retardation intentionally threw or hit the ball at a place nobody was at, the children without mental retardation reacted by changing their position to cover and be where the ball might come. These results showed that Children without mental retardation learned from the interpersonal friction they experienced how to get along in inclusive physical education with mutual understanding.
日本アダプテッド体育・スポーツ学会の論文
2006-05-30