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비밀번호를 변경하신 지 90일 이상 지났습니다.
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- 학술저널
- 상명대학교 글로벌문화예술교육연구소
- Research in Dance and Physical Education
- Research in Dance and Physical Education Vol. 1 No.1
- 2017.06
- 13 - 28 (16 pages)
- KCI등재후보
DOI : 10.26584/RDPE.2017.1.1.13
UCI(KEPA) : I410-ECN-0101-2018-060-001062103
초록
Since the Individuals with Disabilities Education Act (IDEA) was mandated in 1975, segregated special education programs were moved to more inclusive ones. According to National Center for Education Statistics (2016), there are over 6.5 million students with disabilities receive special education. 95% of those students with disabilities are taking special education services in the public school setting. However, studies showed that General Physical Education (GPE) teachers would not feel competent or prepared to include students with disabilities. Since most of PETE programs offer one Adapted Physical Education (APE) course, it is necessary to reconceptualize PETE curriculum for better preparation for inclusion. Infusion approach curriculum (DePauw and Goc Karp,1994) was proposed for successful training toward inclusion in PETE curriculum. Studies revealed that an infusion approach-based curriculum model could positively affect students’ attitudes toward individuals with disabilities (Barrette, Holland Fiorentino, & Kowalski, 1993; DePauw & Goc Karp, 1994). However, developing an infusion approach curriculum has several barriers, limited lecture hours, overload, and faculty supports. To successfully develop an infusion approach curriculum, blended learning can be one of the methods for successful implementation. This paper introduces the direction to infuse disability concept in PETE program applying blended learning.
목차
E-Learning Environment
Blended Learning
Conclusion
References
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