This study reports on the practice of adaptation games in the basketball unit of a high school for special needs. This aim was to promote learning of reasonable accommodation by personalizing the adaptation game. Adaptation was introduced in the 2nd and 4th periods. In the 2nd period, teacher-led adaptation was applied, and in the 4th period, adaptation requests and negotiations suitable for each individual were made. As a result, according to analysis of the learning card, descriptions that were conscious of the individual's peers were recognized in the 4th period. Also, in the class evaluation, challenge and cooperation increased in the 4th period. This suggests that in the 4th period, the students were working on challenging tasks with their peers.
On the other hand, the interview showed that the students had considerable resistance to the introduction of adaptation in the 2nd period. However, by the 4th period, the students were convinced of each other and enjoyed the negotiation process. It can be considered that the need for adaptation was understood by improving individual skills and solving team problems.
In addition, the results clarified the way students perceive reasonable accommodation. Although law and knowledge regarding reasonable accommodation are taught at the support school, the students did not clearly understand the actual procedure for requesting accommodation. Therefore, for curriculum management through life at school and at home, this practice was able to relate the content of independence activities to the health and physical education department and promote understanding of reasonable accommodation while using adaptation games in this unit. This was a significant achievement.
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