Abstract:
Inclusive education has been implemented in Hong Kong for about two decades. However, teaching students with special educational needs in particular those who have ASD in field experience has been a big challenge for preservice PE teachers. To this end, empowering BEd (PE) students with necessary knowledge and skills in teaching students with ASD becomes an important component in teacher education. This project aimed at empowering BEd (PE) students to overcome the challenges of including students with ASD in field experience. The project team developed a guidebook for managing students with ASD for Year 5 BEd (PE) students. The team also provided participants with online training with case studies for critical analysis and online mentorship for problem solving via Facebook. Participants’ self-efficacy level was evaluated before and after the empowerment activities (i.e., online training and mentorship). Focus group interviews were used to collect participants’ feedback on the effectiveness of the online training/mentorship on self-efficacy towards teaching students with ASD as well as the advantages and disadvantages of using Facebook as the platform for training.
Code:
T0189
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
01 Sep 2017
End Date:
30 Nov 2018
Status:
Completed
Result:
The produced guidebook for including students with ASD in inclusive PE settings was well received by a panel of experts and the users. The online training and mentorship program was found to significantly increase students’ self-efficacy level based on the self-efficacy survey. Regarding the interview results, the BEd(PE) students generally commented that the training program was innovative and effective. Several themes (e.g., effective communication, promote learning, and low self-regulation) were identified regarding the advantages and disadvantages of using Facebook as a training platform. These results suggest the effectiveness of the training program and there is room for improving the program.
Impact:
Nowadays, almost every school accepts students with ASD and teachers should have been prepared on how to cater this special group of students. Being the leading university in teacher training, we are expected to train up our student teachers to become capable educators to handle the learning behaviors of students with ASD. Meanwhile, “catering for the diversity” is one of key assessment criteria in field experience and BEd (PE) students consistently score low on that. It is therefore important to enhance BEd (PE) students’ self-efficacy. The developed guidebook can be an important resource for them to understand and deal with learning behaviors of students with ASD. Using Facebook for online training and mentorship was found to increase their engagement in learning during field experience and enhance BEd (PE) students’ self-efficacy towards teaching student with ASD. The advantages and disadvantages of using Facebook was also found through the project evaluation (i.e., focus group interviews), which could shed some light on preparing and implementing online learning in future.
Deliverables:
Seminars/Presentations/Sharing Sessions
李春曉(2018.6)：自閉症學生的融合體育教學，論文發表於「體育教師暑期學校2018：透過體育發展學生的共通能力」，香港教育大學，香港，中國。(參加人數：30位在職體育老師) (https://repository.eduhk.hk/en/publications/f37c20c1-0aed-4372-a378-b5ab17dfcd56)
李春曉(2018.2.2)：照顧學生在體育學習多樣性系列：融合體育之教學策略初探，發表於香港教育大學，香港，中國。(參加人數：30位在職體育老師) (https://repository.eduhk.hk/en/publications/c90ea56e-d035-45ff-ac86-88bf15e47282)
Teaching and Learning Resources/ Materials (including online resources)
Teaching Guidebook: Including students with ASD (Autism Spectrum Disorders) in inclusive PE (Physical Education) settings.李春曉，張夢格，甘偉強，冼權鋒，高達倫，和林鎮威（2018）：自閉症學生融合體育教學指引。香港：香港教育大學。(https://repository.eduhk.hk/en/publications/9d2f2dd7-2487-4f02-b02a-c80fcaa562c1)
Financial Year:
2016-17
Type:
TDG