题名

擋不住的COVID-19：面對特殊需求學生線上體育課程的挑戰與行動呼籲

并列篇名

The Unstoppable COVID-19: A Challenge and Call to Action for Online Physical Education Programs for Students with Special Needs

DOI

10.6217/SEQ.202109_(160).1-14

作者

潘正宸(Cheng-Chen Pan)；姚韋如(Andy Wei-Ru Yao)

关键词

遠距學習 ； 新冠病毒 ； 運動 ； 身心障礙 ； 全方位學習 ； remote learning ； COVID-19 ； exercise ； disability ； UDL

期刊名称

特殊教育季刊

卷期/出版年月

160期（2021 / 09 / 01）

页次

1 - 13

内容语文

繁體中文
中文摘要

臺灣2021年5月中旬，爆發新冠病毒大規模的社區傳播，臺灣各級學校關閉，教育型態轉為「停課不停學」政策的線上教學模式，本文首先說明疫情下產生的教學困境及對學生線上學習的影響，其次探討疫情下的教學反思及行動，在身體活動與體育課程的討論、適應體育遠距教學的專業發展議題；最後，本文針對特殊學生線上體育學習的需求提供四大建議：工作分析與虛擬獎勵的使用、全方位學習設計（Universal Design Learning，簡稱UDL）的線上課程設計、親職支持的重要、研究和實務的連結，希冀能在這個前所未有的不確定時期，面對疫情下，能有初步規劃和實施設計的參考。
英文摘要

There was a large-scale community outbreak of COVID-19 in Taiwan in mid-May 2021. Teaching moved online so that students could continue with their education, even though schools' physical classrooms at all levels were closed. This study first explains the challenges that this epidemic posed to teaching and its impact on students' online learning. Second, this study explores teaching during the epidemic, the physical activity and physical education curriculum, and professional development issues regarding adapted physical education to distance learning. Finally, the paper concludes with an evidence-based proposal for online physical education learning for students with special needs in the hope of providing a reference for the initial planning and implementation of such programs during this unprecedented period of uncertainty in the face of the epidemic.
主题分类 社會科學 > 教育學
参考文献
  1. 王文宜,錢韋帆,柯天路,潘正宸(2019)。Health Matters 健康促進方案對特殊學校高職部學生飲食認知、態度及行為之影響。臺灣運動教育學報，14(2)，58-73。
    連結：
  2. 張佑誠,陳子威,林如瀚(2020)。翻轉教學對大專籃球課程之學生技能表現的影響。嘉大體育健康休閒期刊，19(1)，27-39。
    連結：
  3. 十二年國民基本教育課程綱要—國民中小學暨普通型高級中等學校健康與體育領域（2018）。民國一百零七年六月八日臺教授國部字第1070052820B 號令訂定發布。
  4. Alshamri, K. H.(2021).The challenges of online learning for teachers of children with intellectual disability in the COVID19 pandemic: Qualitative method.Journal of Education - Sohag University,85,77-94.
  5. Auxier, B., & Anderson, M. (2020). As schools close due to the coronavirus, some US students face a digital ‘homework gap’. Pew Research Center. Retrieved from https://www.pewresearch.org/fact-tank/2020/03/16/asschools-close-due-to-the-coronavirus-some-u-s-students-face-a-digital-homework-gap/
  6. Basham, J. D.,Blackorby, J.,Marino, M. T.(2020).Opportunity in crisis: The role of universal design for learning in educational redesign.Learning Disabilities: A Contemporary Journal,18(1),71-91.
  7. Basham, J. D.,Marino, M.(2013).Understanding STEM education and supporting students with universal design for learning.Teaching Exceptional Children,45,8-15.
  8. Bittner, M. D.,Rigby, B. R.,Silliman-French, L.,Nichols, D. L.,Dillon, S. R.(2017).Use of technology to facilitate physical activity in children with autism spectrum disorders: a pilot study.Physiology & Behavior,177,242-246.
  9. Blitz, J.,Edwards, J.,Mash, B.,Mowle, S.(2016).Training the trainers: Beyond providing a well-received course.Education for Primary Care,27(5),375-379.
  10. Block, M. E.,Hutzler, Y.,Barak, S.,Klavina, A.(2013).Creation and validation of the self-efficacy instrument for physical education teacher education majors toward inclusion.Adapted Physical Activity Quarterly,30(2),184-205.
  11. Burdette, P. J.,Greer, D. L.,Woods, K. L.(2013).K-12 online learning and students with disabilities: Perspectives from state special education directors.Journal of Asynchronous Learning Networks,17(3),65-72.
  12. Calise, T. V.,Fox, A.,Ryder, A.,Ruggiero, L. R.(2020).Overcoming challenges resulting from COVID-19: New York State’s creating healthy schools and Communities Initiative.Preventing Chronic Disease,17,200232.
  13. Catalano, A. J.,Torff, B.,Anderson, K. S.(2021).Transitioning to online learning during the COVID-19 pandemic: Differences in access and participation among students in disadvantaged school districts.International Journal of Information & Learning Technology,38(2),258-270.
  14. Chadwick, D.,Wesson, C.,Fullwood, C.(2013).Internet access by people with intellectual disabilities: Inequalities and opportunities.Future Internet,5,376-397.
  15. Coates, J.(2011).Physically fit or physically literate? How children with special educational needs understand physical education.European Physical Education Review,17(2),167-181.
  16. Couper-Kenney, F.,Riddell, S.(2021).The impact of COVID-19 on children with additional support needs and disabilities in Scotland.European Journal of Special Needs Education,36(1),20-34.
  17. Cruickshank, V.,Pill, S.,Mainsbridge, C.(2021).Just do some physical activity’: Exploring experiences of teaching physical education online during Covid-19.Issues in Educational Research,31(1),76-93.
  18. Degner, J.(2018).A system-wide approach to universal design for learning implementation.Educational Renaissance,6(1),44-47.
  19. Douat, É.(2020).In student residences during lockdown, disabled students coping with distance learning are left on the sidelines.Alter,14(3),236-246.
  20. Dunton, G. F.,Do, B.,Wang, S. D.(2020).Early effects of the COVID-19 pandemic on physical activity and sedentary behavior in children living in the U.S..BMC Public Health,20(1),1351.
  21. Faraji, S.,Ghayour Najafabadi, M.,Rostad, M.,Anastasio, A. T.(2020).The effect of COVID-19 quarantine on physical and social parameters of physical education providers and youth sport coaches.Work,67(4),767-769.
  22. Fitzgerald, H.,Stride, A.,Drury, S.(2020).COVID-19, lockdown and(disability) sport.Managing Sport and Leisure
  23. Harris, J. B.,Hofer, M. J.,Blanchard, M. R.,Grandegenett, N. F.,Schmidt, D. A.,Van Olphen, M.,Young, C. Y.(2010).“Grounded” technology integration: Instructional planning using curriculum-based activity type taxonomies.Journal of Technology and Teacher Education,18(4),573-605.
  24. Hinojo Lucena, F. J.,López Belmonte, J.,Fuentes Cabrera, A.,Trujillo Torres, J. M,Pozo Sánchez, S.(2020).Academic effects of the use of flipped learning in physical education.International Journal of Environmental Research and Public Health,17(1),276.
  25. Hofer, M. J., & Harris, J. B. (2012). Physical education learning activity types. Retrieved from http://activitytypes.wm.edu/PhysicalEducationLearningATs-Feb2012.pdf
  26. Jenny, S. E.,Krause, J. M.,Armstrong, T.(2020).Technology for physical educators, health educators, and coaches: Enhancing instruction, assessment, management, professional development, and advocacy.Champaign, IL:Human Kinetics.
  27. Jeong, H.-C.,So, W.-Y.(2020).Difficulties of online physical education classes in middle and high school and an efficient operation plan to address them.International Journal of Environmental Research and Public Health,17(19),1-12.
  28. Kennedy, K.,Archambault, L.(2012).Offering preservice teachers field experiences in K-12 online learning: A national survey of teacher education programs.Journal of Teacher Education,63(3),185-200.
  29. Kim, J. Y.,Fienup, D. M.(2021).Increasing access to online learning for students with disabilities during the COVID-19 pandemic.The Journal of Special Education
  30. Laddu, D. R.,Lavie, C. J.,Phillips, S. A.,Arena, R.(2021).Physical activity for immunity protection: Inoculating populations with healthy living medicine in preparation for the next pandemic.Progress in Cardiovascular Diseases,64,102-104.
  31. Leonard, H.,Foley, K.-R.,Pikora, T.,Bourke, J.,Wong, K.,McPherson, L.,Lennox, N.,Downs, J.(2016).Transition to adulthood for young people with intellectual disability: The experiences of their families.European Child & Adolescent Psychiatry,25(12),1369-1381.
  32. Lieberman, L. J.,Grenier, M.(2019).Infusing universal design for learning into physical education professional preparation programs.Journal of Physical Education, Recreation & Dance,90(6),3-5.
  33. Marks, B.,Sisirak, J.,Chang, Y.-C.(2013).Efficacy of the HealthMatters program train-the-trainer model.Journal of Applied Research in Intellectual Disabilities,26(4),319-334.
  34. Marks, B.,Sisirak, J.,Chang, Y.-C.,Murphy, R.(2019).Impact of the Health Matters train-the-trainer program on the health and health behaviors of staff supporting adults with intellectual and developmental disabilities.Workplace Health & Safety,67(8),423-435.
  35. McDevitt, S. E.(2021).While quarantined: An online parent education and training model for families of children with autism in China.Research in Developmental Disabilities,109,103851.
  36. Meyer, A.,Rose, D. H.,Gordon, D. T.(2014).Universal Design for Learning: Theory and practice.Wakefield, MA:CAST Professional Publishing.
  37. Mohamed, A. A.,Alawna, M.(2020).Role of increasing the aerobic capacity on improving the function of immune and respiratory systems in patients with coronavirus (COVID-19): A review.Diabetes & Metabolic Syndrome: Clinical Research & Reviews,14(4),489-496.
  38. Mojavezi, A.,Tamiz, M. P.(2012).The impact of teacher self-efficacy on the students’ motivation and achievement.Theory and Practice in Language Studies,2(3),483-491.
  39. Mowling, C. M.,Menear, K.,Dennen, A.,Fittipaldi-Wert, J.(2018).Using technology and the ecological model of constraints to develop story-based interventions for children with autism spectrum disorder.Strategies,31(3),5-12.
  40. National Center for Education Statistics. (2009). Every School Day Counts. Retrieved from https://nces.ed.gov/pubs2009/2009804.pdf
  41. Ng, K.,Klavina, A.,Ferreira, J. P.,Barrett, U.,Pozeriene, J.,Reina, R.(2021).Teachers’ preparedness to deliver remote adapted physical education from different European perspectives: Updates to the European Standards in adapted physical activity.European Journal of Special Needs Education,36(1),98-113.
  42. Ntoumanis, N.,Thøgersen-Ntoumani, C.,Quested, E.,Hancox, J.(2017).The effects of training group exercise class instructors to adopt a motivationally adaptive communication style.Scandinavian Journal of Medicine & Science in Sports,27,1026-1034.
  43. Pan, C.-C.,Wang, H.-T.,Adams, D.,Kim, K..Effects of a structured reward system on the treadmill walking duration for an adult with autism spectrum disorder.Education and Training in Autism and Developmental Disabilities
  44. Parrish, D. E.,Negi, N.,Mogro-Wilson, C.(2021).The hidden cost of caregiving during the pandemic.Journal of Social Work Education,57(2),211-214.
  45. Pedersen, S. J.,Cooley, P. D.,Cruickshank, V. J.(2017).Caution regarding exergames: A skill acquisition perspective.Physical Education and Sport Pedagogy,22(3),246-256.
  46. Pill, S., Cruickshank, V., & Hyndman, B. (2020). Physical education during self-isolation: Maintaining the ‘E’ in PE. Education HQ News. Retrieved from https://educationhq.com/news/physical-education-during-self-isolation-maintainingthe-e-in-pe-75994/
  47. Pill, S.,Harvey, S.(2019).A narrative review of children’s movement competence research 1997-2017.Studies and Research,81(1),47-74.
  48. Scherer, R.,Siddiq, F.(2019).The relation between students’ socioeconomic status and ICT literacy: Findings from a meta-analysis.Computers and Education,138,13-32.
  49. School Education Gateway (2020). Survey on online and distance learning - Results. Retrieved from https://www.schooleducationgateway.eu/en/pub/viewpoints/surveys/survey-on-online-teaching.htm
  50. Scott, S. R.,Rivera, K. M.,Rushing, E.,Manczak, E. M.,Rozek, C. S.,Doom, J. R.(2021).I Hate This”: A qualitative analysis of adolescents’ self-reported challenges during the COVID-19 pandemic.Journal of Adolescent Health,68(2),262-269.
  51. SPARK (2020). Impact of COVID-19 on families and children with autism. Retrieved from https://d2dxtcm9g2oro2.cloudfront.net/wp-content/uploads/2020/04/03195500/spark-covid-survey-results.pdf
  52. UNESCO (United Nations Educational, Scientific and Cultural Organization)(2015).Quality physical education (QPE): Guidelines for policy-makers.Paris, France:UNESCO Publishing.
  53. Van Munster, M. A,Lieberman, L. J.,Grenier, M. A.(2019).Universal design for learning and differentiated instruction in physical education.Adapted Physical Activity Quarterly,36(3),359-377.
  54. Varea, V.,González-Calvo, G.(2020).Touchless Classes and Absent Bodies: Teaching Physical Education in Times of COVID-19.Sport, Education and Society
  55. Williams, J.,Pill, S.(2019).What does the term “quality physical education” mean for health and physical education teachers in Australian Capital Territory schools?.European Physical Education Review,25(4),1193-1210.
  56. Yarımkaya, E.,Esentürk, O. K.(2020).The novel Coronavirus (COVID-19) outbreak: Physical inactivity and children with autism spectrum disorders.Life Span & Disability,23(1),133-152.
  57. 王慧婷（校閱）,林思賢（校閱）（譯）,Hume, K.,Waters, V.,Sam, A.,Steinbrenner, J.,Perkins, Y.,Dees, B.,Odom, S.(2020).支持自閉症者度過新冠肺炎下的不穩定時期.臺北:國立臺灣師範大學.
  58. 江俊漢,陳明聰(2007)。融合教育新趨勢之全方位學習設計的探討。雲嘉特教，6，8-15。
  59. 林靜萍(2018)。從技能到素養—三波教育改革中體育課程目標與教材的演變。學校體育，168，5-13。
  60. 財團法人臺灣網路資訊中心（2020）。 數位落差分析。2021 年 5 月 10 日， 取自https://report.twnic.tw/2020/TrendAnalysis_DigitalDivideAnalysis.html
  61. 陳明聰(2016)。從特殊教育相關法規用詞談輔助科技的內涵。雲嘉特教，24，1-8。
  62. 黃光獻,周建智(2016)。十二年國教體育課時增加的芻議—掌握翻轉契機、回歸體育本質思考。學校體育，153，34-42。
  63. 蒲公英希望基金會（2017）。老師，你會不會回來「蒲公英 x 南投爽文國中王政忠老師專訪」。2021 年 5 月 13 日， 取自 https://www.youtube.com/watch?v=ApJt-p1IXro
  64. 潘正宸。全方位課程設計在體育課程發展的觀點。臺灣體育學術
print cancel