@article{oai:nagoya.repo.nii.ac.jp:02006070, author = {勝部, 篤美 and KATSUBE, Atsumi and 宮村, 実晴 and MIYAMURA, Miharu and 佐藤, 祐造 and SATO, Yuzo}, issue = {1}, journal = {総合保健体育科学, Nagoya Journal of Health, Physical Fitness & Sports}, month = {Mar}, note = {It is well know that in Japanese university the management of handicapped students in the physical education class is insufficient not only in facilities but also in man power, while the parties concerned with the handicapped student must strive diligently; advisers of physical education do not know how to take care of the mental and physical handicapped students. In order to solve these problems, the actual state of handicapped students in each university was investigated by paper questionnaire. The content of the questions were as follows; 1) judgement method and number of handicapped students, 2) method of instruction for handicapped students in physical education classes, 3) institutions, equipment and tools for instruction in physical education classes, 4) future plans concerning physical education classes for handicapped students, 5) reference of physical education instruction for handicapped students. The questionnaire was collected from 251 out of 463 universities (withdrawal rate 54.2%). Results obtained from the euqstionnaire can be summarized as following; 1. An evaluation of the handicapped students was made beforehand in about 30% of the universities. In the above universities, the handicapped students were judged by the school doctors. 2. The instruction of physical education for handicapped students was carried out in almost all the universities (about 90%) in accordance with degree and kind of handicap, but not in about 10%. Moreover, instruction of physical education of handicapped students was mainly performed by full-time teachers in special classes set in the same time slot that general students had their own classes. Items adopted in the physical education class of handicapped students were table tennis, gymnastics (light exercise), badminton, gate ball (croquet), golf, tennis, frisbee etc. Difficulties in physical education instruction seem to be related to 1) diversity of handicap, 2) diversity of degree of handicap, 3) optimum intensity of exercise, 4) insufficiency of professional adviser, 5) lack of institution and equipment, 6) an obligatory subject in curriculum. 3. There are no sufficiency in institutions, equipment or tools which were neccessary for instruction of handicapped students in physical education. 4. Although nothing definite has yet been decided concerning future plans for handicapped students, various opinions are of value for reference. 5. There is little reference concerning physical education instruction of handicapped students. From these results, it was suggested that educational welfare for handicapped students is yet insufficient as was suspected. At the same time, however, we were able to obtain valuable opinions and examples which were lent themselves to future planning for handicapped students.}, pages = {91--112}, title = {心身の障害を有する学生(障害学生)に対する体育実技指導に関するアンケート調査について}, volume = {6}, year = {1983} }