장애청소년을 위한 모험 기반의 체육수업
Implementing Adventure-based Physical Education for Adolescents with Disabilities
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초록
모험교육은 사람들을 기술, 지식 및 인성 발달을 돕는 경험적인 활동에 참여시키기 위한 목적을 가지고 있다. 이러한 모험교육의 특징은 지인 활동, 탈억제 활동, 소통 활동, 문제 해결 활동, 신뢰 활동, 저위험 활동 및 고위험 활동의 순서로 제공되는 단계의 진행을 통해 일반적으로 수행된다. 모험 기반의 체육수업은 미국, 뉴질랜드 및 영국과 같은 많은 국가에서 국가 체육 표준 및 학년 수준의 목표에 포함되기 때문에 매우 인기가 많다. 모험 기반 체육 수업은 또한 일반학교 통합학급과 특수학교에서 공부하는 장애 학생들에게도 적용될 수 있는 긍정적인 가능성을 가지고 있다. 그러나, 체육교사의 모험교육 환경을 구축하기 위한 보편적 계획에 관련된 이해 부족과 장애학생에게 편의를 제공하기 위한 경험 부족으로, 장애학생들은 아직 모험기반 체육수업에 참여할 기회가 많지 않다. 본 논문의 목적은 장애청소년들을 지도하고 있는 일반학교 및 특수학교 체육교사에게 모험 기반 체육수업을 소개하는 것이다. 일반학교 및 특수학교 체유교사들을 위해 장애학생들에게 적합한 지도 전략뿐만 아니라 모험교육을 위한 다양한 단계와 각 단계에서 장애학생들에게 필요한 보편적인 장비가 논의된다.
Abstract
Adventure education(AE) is used to involve individuals in an experiential process that aids in the development of skills, knowledge, and characters. These benefits are carried out through a progression of stages commonly delivered in the following sequence: acquaintance activities, deinhibitizer activities, communication activities, problem-solving activities, trust activities, low elements, and high elements. Adventure-based physical education is pretty popular in many countries, such as the United States, New Zealand and United Kingdom because it aligns with their national physical education standards and grade level outcomes. Adventure-based physical education has also potential benefits for students with disabilities(SWD) in both inclusive and specially designed physical education settings. Due to a lack of understanding for universal design in an AE setting along with inexperience of teachers to accommodate SWD, they do not always get the opportunity to take part in these beneficial activities. The purpose of this paper is to introduce adventure-based physical education for both general and adapted physical educators who teach students with disabilities at secondary level. Different stages of AE and the universal equipment available for those stages, as well as instructional strategies appropriate for students with disabilities for both general and adapted physical educators are discussed.
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