PERCEPTIONS OF CO-TEACHING AMONG PRIMARY AND SECONDARY SCHOOL TEACHERS: A CASE STUDY OF AN INCLUSIVE SCHOOL IN MACAU

ABSTRACT

THIS STUDY TOOK 14 STUDENTS WITH MILD INTELLECTUAL DISABILITIES FROM A SPECIAL EDUCATION CLASS IN A MACAO SCHOOL AS THE RESEARCH OBJECTS. USING THE COMPARATIVE METHOD OF EXPERIMENTAL GROUP AND CONTROL GROUP, IT EXPLORED THE INFLUENCE OF ADAPTIVE PHYSICAL EDUCATION FITNESS COURSES ON THE MOTOR SKILLS OF SPECIAL EDUCATION STUDENTS. THE EXPERIMENTAL GROUP RECEIVED A 12-WEEK ADAPTIVE PHYSICAL EDUCATION FITNESS COURSE, WHILE THE CONTROL GROUP CARRIED OUT TRADITIONAL PHYSICAL EDUCATION TEACHING. THE STUDY ADOPTED THE MOTOR SKILLS ASSESSMENT SCALE COMPILED BY LIU YIJUN TO CONDUCT PRE-TESTS AND POST-TESTS ON THE TWO GROUPS OF STUDENTS, AND USED SPSS SOFTWARE FOR STATISTICAL ANALYSIS. THE RESULTS SHOWED THAT THE ADAPTIVE PHYSICAL EDUCATION FITNESS COURSE HAD SIGNIFICANT EFFECTS ON IMPROVING MOST PHYSICAL FITNESS AND MOTOR ABILITY INDICATORS OF SPECIAL EDUCATION STUDENTS. THE EXPERIMENTAL GROUP SHOWED SIGNIFICANT DIFFERENCES (P<0.05) IN THE PRE-TEST AND POST-TEST SCORES OF 11 INDICATORS, INCLUDING BMI, SIT-AND-REACH, ONE-MINUTE KNEE FLEXION SIT-UPS, TWO-MINUTE STEP TEST, ETC. THE TRADITIONAL COURSE ONLY SHOWED SIGNIFICANT EFFECTS IN THE STANDING LONG JUMP PROJECT, AND THE DIFFERENCES IN OTHER INDICATORS BETWEEN THE PRE-TEST AND POST-TEST DID NOT REACH THE STATISTICAL SIGNIFICANCE LEVEL. IN ADDITION, THE EXPERIMENTAL GROUP WAS SIGNIFICANTLY BETTER THAN THE CONTROL GROUP IN THE TOTAL MANIPULATIVE MOVEMENTS AND THROWING INDICATORS (P<0.05). THE STUDY INDICATES THAT ADAPTIVE PHYSICAL EDUCATION FITNESS COURSES CAN EFFECTIVELY IMPROVE THE PHYSICAL FITNESS AND MOTOR SKILLS OF SPECIAL EDUCATION STUDENTS. BASED ON THIS, IT IS SUGGESTED TO INCREASE THE CLASS HOURS OF HEALTHY PHYSICAL FITNESS, EXPAND OPPORTUNITIES FOR DIVERSIFIED SPORTS PARTICIPATION, INTEGRATE TECHNOLOGICAL ELEMENTS INTO INNOVATIVE TEACHING METHODS, AND INCORPORATE INTERDISCIPLINARY INTEGRATION INTO DAILY TEACHING, PROVIDING NEW IDEAS AND PRACTICAL DIRECTIONS FOR PHYSICAL EDUCATION TEACHING IN SPECIAL EDUCATION. 本研究以澳門某學校特殊教育班的 14 名輕度智能障礙學生為研究對象，採用實驗組與控制組對比的研究方法，探討適應體育體適能課程對特殊教育學生動作技能的影響。實驗組接受為期 12 週的適應體育體適能課程，控制組則進行傳統體育教學。研究採用劉怡君編制的動作技能評估量表，對兩組學生進行前測與後測，並運用 SPSS 軟體進行統計分析。 結果顯示：適應體育體適能課程在改善特殊教育學生的多數體適能和動作能力指標上具有顯著成效。實驗組在 BMI、坐姿體前屈、一分鐘屈膝仰臥起坐、兩分鐘登台階等 11 項指標上前後測分數差異顯著（P<0.05）。而傳統課程僅在立定跳遠項目上呈現顯著效果，其餘指標前後測差異均未達統計學顯著水準。此外，實驗組在操縱性動作總量與投擲指標上明顯優於對照組（P<0.05）。 研究表明，適應體育體適能課程能夠有效提升特殊教育學生的身體素質和動作技能。據此建議：增加健康體適能課時、拓展多元運動參與機會、創新教學方法融入科技元素以及跨學科融合滲透日常教學，為特殊教育體育教學提供了新的思路和實踐方向。