適応体育 障害児の親に対する教師の認識
Adam S Forbes1, Matthew K Lowery2, Martin E Block2
1Department of Health, Physical Education and Exercise Science, Norfolk State University, Norfolk, VA, USA.
Adapted physical activity quarterly : APAQ
|August 28, 2025
まとめ
適応した体育教師は親の関与を重視するが,課題に直面する. 関係を築くには 有効なコミュニケーションと 教師の回復力 そして 障害のある子供に対する 親の優先順位を理解することが必要です
科学分野:
- 特別教育
- 適応 さ れ た 体育 教育
- 親 と 教師 の 関係
背景:
- 適応体育教育者 (APE) は,障害児の親と協力して,サービス提供を改善することを目的としています.
- 既存の研究は主に親の視点に焦点を当て APE教師の重要な洞察を無視しています
- 親と教師の間には しばしば 繋がりがなくなり 効果的な協力が妨げられます
研究 の 目的:
- 障害児の親に対する適応体育教師の認識を調査する.
- 適応体育における親と教師の関係を育むための促進要因と障壁を特定する.
主な方法:
- 11人の適応体育教師との半構造面接を行いました.
- 親と教師のやり取りに関する 重要なテーマを抽出するために インタビューデータを分析しました
主要な成果:
- 4つの主要なテーマが浮上した.親の関与の重要性,関係促進者としてのコミュニケーション,教師の特徴,認識された障壁.
- 教師は親の関与の利点を認めましたが,APEに対する親の評価が低いことや疎外感などの課題を指摘しました.
- 教師のレジリエンスと視覚的なコミュニケーション戦略の使用は,親との関係の建設における重要な要因として特定されました.
結論:
- APEの教師は,サービス提供の向上のために親の関与の重要性を認識しています.
- 効果的なコミュニケーション戦略と 教師の回復力は 障壁を克服し 親と教師の強い関係を育むために不可欠です
- 認知された疎外感に対処し,親の優先順位を理解することは,適応体育における協力を改善するために不可欠です.
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