小学生の障害理解を目的としたアダプテッド・スポーツ授業の開発

抄録

AbstractThe purpose of this research was to examine the outcome of an Adapted Sport lesson developed for primary school students. The lecture was presented to a fourth grade class, and as follow-up, the students were asked to provide feedback using an open-ended questionnaire. The feedback was analyzed the Modified Grounded Theory Approach (M-GTA). Based on the analysis, the following:1) When explaining terms such as "obstacle" and "adapted sports," it is best to provide concrete examples, diagrams, and/or photos to aid in comprehension.2) To create a positive image of "disabilities," it is important to not only experience a disability simulation exercise but also enjoy adapted sports in that simulated state so as to that the disability and the positive experience are not mutually exclusive. 3) The theme of the lesson (e.g., "Adapted sport" or "Concept of Disability") and its components (playing a game in a blind state and interacting with university students) were novel ideas and experiences for the students. It is thought that this novelty contributed to the students' understand of the contents of the lesson and to their positive perception of the disability.