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題名 | Adapted Creative Dance for Handicapped Students |
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作 者 | 陳湘; | 書刊名 | 景文技術學院學報 |
卷期 | 14(上) 民92.10 |
頁次 | 頁104-119 |
分類號 | 529.68 |
關鍵詞 | 身心障礙; 適應舞蹈; 舞蹈治療; Dance movement therapy; Adapted physical education; Handicapped students; Learning disabled; Developmentally disabled; Autistic; Hearing disabled; Physically disabled; |
語文 | 英文(English) |
中文摘要 | 西元2002年,臺灣有5967個身心障礙學生,進入了政府所經營的特殊學校,此學校與主流的教育系統相平行,且從幼稚園延伸至高級職業學校,大部分身心障礙學生無法參與正常的活動,適應體育適合於這些學生的需求,使他們發軍其潛能。而適應舞蹈的目的是透過精心設計的體育課程,依據學生的特殊學習需要,幫助身心障礙學生在生理上、心理上、情緒上和社會溝通等方面有良好的發展,並提供與同儕互動的機會與經驗。 適應舞蹈教師應有能力,針對身心障礙學生,而設計適應的舞蹈,其課程特色是運用修正性的原則,根據學生個別差異,配合學生需求,而作教材教法上調整,以提供學生獲得學習成功經驗。舞蹈教師實施舞蹈教學時,必須根據生生之障礙程度、體能、知覺,以及動作技能和運動機能之狀況,將舞蹈之動作、舞姿和舞步,予以減化、簡單化和調整、改編,以適合其需求,進而達到教學之目標。 |
英文摘要 | In 2002 5, 967 handicapped students in Taiwan enrolled in 23 special schools run by the government. These schools parallel the mainstream educational system and extend from preschool through to senior vocational school. Most of the handicapped students are unable to safely or successfully participate in regular activities. A system of adapted physical education is necessary to ensure modes for physical activities appropriate for these students and that they achieve their physical potential. Dance and movement have been extensively used as a form of therapy on the basis the dance/movement is a communicative tool that inherently combines the ability and strength of the performer, allowing the performer to progressively develop strength emotionally, socially, mentally, and physically. A person with a physical or a mental handicap can initiate or take part in a dance with as much enjoyment as a person without it. Through dance routines, movements may become more controlled, fluid, and purposeful. As physical abilities improve, the individuals have increased opportunities to practice and acquire new skills and abilities, independence may be fostered and self-confidence and self-esteem enhanced. In a group dance, the contribution of each individual to the movement of the group is shared by the others. It is a powerful medium that have therapeutic educational, and recreational benefits. Research has been conducted to assess the effects of dance/movement therapy on the learning disabled, developmentally disabled, visually and hearing disabled, autistic, and those with other physical disabilities. It has proven successful in providing handicapped students with enjoyable experiences and in assisting them in reaching their maximum potential. However, careful planning and incorporation of such a form of adapted physical education are necessary to ensure the accomplishment of the desired effects. The instructors should be capable of maintaining the appropriate form and level of a dance routine that allows adaptability and flexibility such that the tempo, style, and rhythm of individual students and of the group can be easily matched. This article looks at dance/movement as therapeutic tool and as a potential from of adapted physical education, and describes the manner in which it should be applied to the various handicapped groups of students. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。