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.

AbstractThe purpose of this study was to clarify the characteristics of the eye movements of children with cerebral palsy, using the NSUCO oculomotor test and eye tracking system. The participants were 31 children with cerebral palsy without mental retardation. The control group included 16 physically challenged children without cerebral palsy. They were students at junior high or high schools for special needs education for the physically challenged. As the results of the NSUCO oculomotor test, it was evaluated that 32.3% of the children with cerebral palsy had fixation disorders, and 71.0% and 93.5% of them had impairments of saccadic eye movements (saccades) and smooth pursuit eye movements (smooth pursuit), respectively. In contrast, only two children from the control group had impairment of smooth pursuit. Furthermore, eye tracking data from one child with cerebral palsy showed abnormal oculomotor behavior, such as nystagmus during fixation, delayed latency and longer duration of saccades, lower peak velocity of saccades, lower pursuit velocity and occurrence of catch-up saccades during pursuit. From these results, it is expected that the findings about the characteristics of eye movements revealed by the NSUCO oculomotor test and eye tracking systems would be useful to support Physical Education classes and learning of children with cerebral palsy.