近年來世界各國倡議融合教育，讓特殊生回歸普通班級，而體育教學亦是如此，依據法規的沿革與政策擬定下，融合教育雛型逐漸成形，也受到越來越多學者的關注，然而目前許多研究皆圍繞在探討融合式教育與社會關係之連結，或是特殊生於課堂中同儕接納情形，研究對象皆為學生，較少針對教學者之研究。據此，本研究以半結構式深度訪談，進行兩階段之研究，於第一階段訪談9位小學教師實施融合式體育教學之現況與困境，經歸納後於第二階段訪談7位專家學者提出解決之策略。研究結論為一、目前缺乏融合式體育教師之培育系統且現職教師參與研習阻礙高；二、班級人數多致教學內容不易調整，且缺乏教學人力協助；三、校園特教相關議題與知識闕如，適應體育業務分工不明確；四、師培端「適應體育」課程結合理論與實務，學校端設立校內教師專業社群，局端辦理研習可採混成式方式辦理；五、教學目標首重身體活動，教師可善用PSI教學方案規劃課程營造友善的班級氛圍；六、固定業務承辦專責組長，定期舉辦宣導活動強化師生知能。希冀透過困境提出及解決策略之對應，提供教師、師培單位、學校行政及公部門規劃課程、研習及訂定相關政策之參酌，共創友善教學環境。

In recent years, countries worldwide advocated for inclusive education, allowing students with special needs to return to regular classrooms. This extended to physical education as well. Based on the evolution of regulations and policy formulation, the prototype of inclusive education gradually took shape and attracted increasing attention from scholars. However, much of the current research focused on exploring the connection between inclusive education and social relationships or the acceptance of peers in the classroom by students with special needs. There was relatively less research focusing on educators. Therefore, this study utilized semi-structured in-depth interviews to conduct a two-phase investigation. In the first phase, the study interviewed 9 elementary school teachers regarding the current situation and difficulties of implementing inclusive physical education teaching. In the second phase, after summarizing the findings, 7 expert scholars were interviewed to propose solutions. The research findings indicated that: (1) There was currently a lack of a cultivation system for inclusive physical education teachers, and existing teachers faced barriers to participation in training workshops. (2) Large class sizes made it difficult to adjust teaching content, and there was a lack of teaching manpower assistance. (3) Issues related to special education on campus were lacking, and there was unclear division of labor in adapting to physical education tasks. (4) Teacher training programs should integrate theory and practice in "Adaptive Physical Education," schools should establish professional teacher communities, and workshops should be conducted in a blended learning format at the administrative level. (5) Teaching objectives prioritized physical activity, and teachers could utilize PSI teaching programs to plan lessons and create a friendly classroom atmosphere. (6) Designated team leaders handled fixed duties, and regular advocacy activities were held to enhance teachers' and students' knowledge and abilities. It was hoped that by addressing and resolving the difficulties and proposing corresponding strategies, this study could provide guidance for teachers, teacher training institutions, school administrations, and public agencies in planning curriculum, workshops, and relevant policies, thereby creating a friendly teaching environment.

王文科、王智弘 (2019)。教育研究法(十八版)。五南。
王聖文、鍾國銘、周如萍、陳克舟 (2015)。桃園市國小體育課教師教學效能現況與關係之研究。中原體育學報，7，79-85。doi:10.6646/CYPEJ.2015.7.79
吳昇光 (2000)。適應體育運動學的研究發展與方向。國民體育季刊，105-113。
吳武典 (2005)。融合教育的迴響與檢討。教育研究月刊，136，28-420。
吳武典 (2013)。臺灣特殊教育綜論(一)發展脈絡與特色。特殊教育季刊，129，11-180。
吳武典 (2014)。臺灣特殊教育的過去、現在與未來。中華民國傷殘重建協會會刊，4，5-23。
吳啟誠、張瓊云 (2020)。主題分析在教育研究上的應用。特殊教育發展期刊，69，29-42。
吳淑美 (2004)。融合班的理念與實務。心理。
吳清山 (1997)。學習型組織理論及其對教育革新的示。國教月刊，43(5)，1-7。
吳清基 (2018)。幼兒園教師專業成長與師資培訓發展。幼兒教育，326，12-19。
吳穎柔、陳張榮、李偉清 (2020)。以計畫行為理論探討國小普通班學生對融合式體育的接納意圖。臺灣體育學術研究，68，53-74。doi：10.6590/TJSSR.202006_(68).04
呂依蓉 (2016)。《薩拉曼卡宣言與特殊需求教育行動綱領》翻譯：融合教育檢視與（一）。特殊教育季刊，138，21-28。doi： 10.6217/SEQ.2016.138.21-28
巫曉雯 (2011)。高職資源班教師與普通班教師互動經驗分享。特教園丁，27(2)，57-61。
李芬容 (2005)。有愛無礙，讓生命動起來－淺談融合式體育教學。國教輔導，44(3)，41-48。doi：10.6772/GEE.200502.0041
李偉清 (2018)。體育教師「融合式體育教學關聯模式」之建構與比較。文化體育學刊，26，31-54。doi:10.6634/JPSS-CCU.201712_(26).0003
李偉清、周俊良 (2013)。適應體育師資之培育與增能。學校體育，135，7-12。
阮光勛 (2014)。促進質性研究的品質與可信性。國教新知，61(1)，92-102。
周宏室、陳金盈、蔡欣延、陳文長、林政德 (譯)(2003)。融合式體育教學策略。藝軒。
林坤燦 (2012)。融合教育現場教師行動方案。教育部。
林珈妤 (2015)。全方位課程設計初探及其融合教育的應用。特教園丁，31(1)，7-14。
林曼蕙、張翠萍 (2001)。我國適應體育現況簡介－身心障礙者篇。台灣適應體育運動與健康學會成立大會手冊，20-21。
林穎昭 (2010)。臺北市高中職普通班教師對融合教育態度之調查研究。中等教育，61(2)，46-67。
林寶貴 (2014)。特殊教育理論與實務。心理。
姜義村 (2016)。適應體育：當今趨勢與現階段推動策略。學校體育，156，4-6。
姜義村 (2020)。發展108新課綱之適應體育合作教學模式。中華民國特殊教育學會年刊，9-23。
施敬洲、劉佳哲、張碧峰、詹益欣 (2011)。融合教育下適應體育發展與方向。交大體育學刊，1，121-131。doi: 10.6462/JCDPE.201106.0121
洪榮照、黃翠琴 (2010)。國小普通班學生對自閉症同儕接納態度之研究。臺中教育大學學報，24(1)，177-194。
洪儷瑜 (2014)。邁向融合教育之路—回顧特殊教育法立法三十周年。特殊教育學會年刊，21-29。
胡惟喻、陳依婷、劉素真 (2016)。國民小學教師在職進修動機、專業知能成長與教學效能關係之研究。中華科技大學學報，66，103-120。
唐榮昌 (2007)。改革中的省思：談融合教育的困境與突破。師說，196，13-16。
徐瓊珠、詹士宜 (2008)。國小教師對不同類別身心障礙學生就讀普通班意見之調查研究。特殊教育與復健學報，19，25-49。
特殊教育法 (1997)。中華民國八十六年五月十四日總統華總一義字第8600112820號公布。
特殊教育法 (2009)。中華民國九十八年十一月十八日總統華總一義字第09800289381號令發布。
特殊教育法 (2023)。中華民國一百一十二年六月二十一日總統華總一義字第11200052781號令發布。
高維吟、陳張榮、李偉清 (2019)。一般高中生對融合式體育接納意圖之相關研究-以某高中為例。東海體育學報，3，20-30。doi：10.29418/TJPER.201912_(3).0003
張春興 (1989)。張氏心理學辭典。東華書局。
張蓓莉 (2009)：臺灣的融合教育。中等教育，60(4)，8-18。
教育部 (2010)。中小學教師專業學習社群手冊(再版)。教育部。
教育部 (2011)。高級中等以下學校身心障礙學生就讀普通班之教學原則及輔導辦法。教育部。
教育部 (2016)。教育部國民及學前教育署特殊教育發展五年計畫。教育部。
教育部 (2019)。一○八年度特殊教育統計年報。教育部。
教育部 (2021)。109學年度國民中小學校概況統計。教育部。
教育部 (2022)。109學年度學校體育統計年報。教育部。
教育部 (2023a)。110學年度學校體育統計年報。教育部。
教育部 (2023b)。特殊教育中程計畫 (第二期)。教育部。
教育部體育署 (2024)。推展學校適應體育計畫。引用自https://www.sa.gov.tw/PageContent?n=5145
教育部體育署（2015）：104年我國精進適應體育公聽會計畫成果報告。教育部。
曹祐榮、洪儷瑜 (2020)。從國際發展趨勢談臺灣推動融合教育之實踐。中華民國特殊教育學會年刊，69-102。
許振家、吳秋慧 (2014)。偏遠地區教師專業發展的困境與突破。學校行政，90，108-126。
許籐繼、倪靜宜 (2019)。國小教師領導與教學效能現況及其結構關係模式之分析。臺北市立大學學報教育類，50(2)，59-84。doi:10.6336/JUTEE.201912_50(2).0003
陳在頤 (1982)。美國休閒活動發展史研究。體育學報，4，19-36。
陳怡君 (2020)。十二年國教：再創融合教育的新局面。雙溪教育論壇，9，117-137。
陳怡均、朱思穎 (2016)。一般幼兒對特殊需求同儕接納度之研究。特殊教育季刊，141，11-20。doi：10.6217/SEQ.2016.141.11-20
陳芯怡、朱耀明(2016)。國民中學推動教師專業社群之個案研究：以科創社群為例。工業科技教育學刊，8，48-55。doi:10.6306/JITE.201610_(8).0006
陳彥宇 (2016)。融合教育趨勢下的特殊教育服務與學校行政支援－以高屏地區三所不同安置型態學校為例。特教論壇，21，82-96。doi： 10.6502/SEF.2016.21.82-96
陳素勤、尚憶薇、蔡育佑 (2001)。適應體育 (Claudin,S原著)。麥格羅希爾出版社。
陳張榮 (2016)。美國與台灣適應體育發展之探討。桃竹區特殊教育，27，1-8。
陳張榮、許柏仁 (2010)。生態評量法在適應體育個別化教學方案課程設計之應用。中華體育季刊，24(4)，184-191。
陳理哲 (2013)。國民小學實施融合式體育之質性研究 [未出版之博士論文]。國立體育大學。
陳慶錨、陳麗如 (2011)。聽覺障礙幼兒之融合教師的教學困擾與支持需求。台東特教，34，18-23。
黄重和 (2012)。行為功能評量對提升融合教育品質之影響。品質月刊，48(7)，26-32。
曾明生、魏豐閔 (2018)。融合式體育教學設計-一位體育教育者的經驗談。中等教育，69(4)，146-153。doi：10.6249/SE.201812_69(4).0048
曾美玲、蔣明珊、沈慶盈 (2010)。國小學童對身心障礙同儕接納態度及其改變之研究－讀書會方案之實施成效。特殊教育學報，32，49-78。doi：10.6768/JSE.201012.0049
游淑靜、范熾文 (2020)。營造共好的校園～教學與行政系統的協作。臺灣教育評論月刊，9(9)，66-71。
程淑麗 (2007)。國中適應體育教學實施現況研究 [未出版碩士論文]。國立臺灣師範大學。
鈕文英 (2016)。質性研究方法與論文寫作。雙葉書廊。
鈕文英 (2022)。擁抱個別差異的新典範-融合教育(第3版)。心理。
閔詩紜 (2019)。小學教師十二年國教核心素養之專業成長需求研究。學校行政，121，185-203。doi: 10.6423/HHHC.201905_(121).0009
黃月嬋、王志軒 (2015)。智能障礙，載於闕月清 (主編)，適應體育概論。8-24。華格那。
黃艾君 (2013)。融合教育對體育教學成效之影響。慈惠學報，9，27-41。doi：10.6202/THJ-2013-09-03
黃彥融 (2016)。國民教育階段融合教育政策評估指標之建構及其應用 [未出版博士論文]。國立臺灣師範大學。
葉子明、周君芳 (2020)。資訊素養、資訊科技融入教學對國小教師專業成長及教學效能影響之研究。全球科技管理與教育期刊，9(1)，20-41。doi:10.6617/GTME.202003_9(1).0002
臺北市政府 (2022)。臺北市身心障礙教育白皮書 (第五版)。臺北市。
潘正宸 (2020)。談家長參與個別化教育計畫會議的適應體育課程品質檢核。身心障礙研究季刊，18(1)，19-28。
潘正宸 (2021)。融合式體育提升障礙覺知：以「帕運學校日」及「融合標竿學校」方案為例。特殊教育季刊，158，25-36。doi: 10.6217/SEQ.202103_(158).25-36
蔡孟耘、陳棟樑、陳俐文 (2020)。教師進修動機、教師專業成長與教學效能關係之研究－以「夢的N次方」為例。兩岸職業教育論叢，4(1)，45-57。doi: 10.6685/ASVEJ.202010_4(1).0005
蔡明富 (1998)。融合教育及其對班級經營的啟示。特殊教育與復健學報，6，349-380。
蔡銘坤 (2005)。臺北市國中體育教師之融合式適應體育教學調查研究 [未出版碩士論文]。國立臺灣師範大學。
鄭佩玲 (2003)。台中縣國小教師對融合教育態度之研究 [未出版碩士論文]。國立彰化師範大學。
鄭鈺清、吳怡慧 (2018)。以繪本提升國小身障生同儕接納之教學設計探討。特殊教育發展期刊，66，19-32。doi：10.7034/DSE.201812_(66).0002
駐大阪辦事處 (2019)。根據日本全連小調查結果：提升年輕教師指導能力為當務之急。國家教育研究院國際教育訊息電子報，151。取自https：//fepaper.naer.edu.tw/index.php?edm_no=151&content_no=7111
駐法國代表處教育組 (2019)。增設助理員，法國欲大幅提升身心障礙生就學品質。國家教育研究院國際教育訊息電子報，155。取自https：//fepaper.naer.edu.tw/paper_view.php?edm_no=155&content_no=7221
駐英國代表處教育組 (2019)。英格蘭中小學學校退 (停) 學處分，有逐年增加的趨勢。國家教育研究院國際教育訊息電子報，155。取自https：//fepaper.naer.edu.tw/paper_view.php?edm_no=155&content_no=7214
駐德國代表處教育組 (2019)。德國教育研究顯示： 越早開始接受教育的人受益越多。國家教育研究院國際教育訊息電子報，163。取自https：//fepaper.naer.edu.tw/paper_view.php?edm_no=163&content_no=7391
戰寶華、黃婉禎 (2017)。專業學習社群對偏鄉教師留任意願之影響。師友月刊，606，48-53。doi: 10.6437/EM.201712_(606).0008
賴萬銓、李偉清、陳張榮 (2022)。金門縣教師融合式體育教學現況與需求之調查研究。文化體育學刊，35，1-10。
駱明潔、程鈺菁、邱秀芬 (2019)。中部地區幼兒園家長對學前融合教育態度之調查研究。華醫學報，50，62-91。
簡明建、邱金滿 (2000)。教育安置。載於林寶貴 (主編)，特殊教育理論與實務 (頁334-360)。心理。
闕月清 (2002)。適應體育教學與課程。教育部九十一年度適應體育種子茲教師研習手冊。國立臺灣師範大學學校體育研究與發展中心。
Adams, D., Harris, A., & Jones, M. S. (2018). Teacher-parent collaboration for an Inclusive classroom： success for every child. Malaysian Online Journal of Educational Sciences, 4(3), 58-72.
Ainscow, M., & Messiou, K. (2018). Engaging with the views of students to promote inclusion in education. Journal of Educational Change, 19, 1-17.
Ajuwon, P. M., Lechtenberger, D., Griffin-Shirley, N., Sokolosky, S., Zhou, L., & Mullins, F. E. (2012). General Education Pre-Service Teachers Perceptions of Including Students with Disabilities in Their Classrooms. International Journal of Special Education, 27(3), 100-107.
Ammah, J. O., & Hodge, S. R. (2006). Secondary physical education teachers’ beliefs and practices in teaching students with severe disabilities: A descriptive analysis. High School Journal, 89(2), 40-54.
Banville, D. (2015) Novice physical education teachers learning to teach. Journal of Teaching in Physical Education, 34, 259-277.
Barber, W. (2018). Inclusive and accessible physical education: Rethinking ability and disability in pre-service teacher education. Sport, Education and Society, 23(6), 520–532. https://doi.org/10.1080/13573322.2016.1269004
Benzinger, J., Crane, J. R., Coppola, A. M., & Hancock, D. J. (2023). Physical Educators’ Perceptions and Experiences of Teaching Students With Mobility Disabilities. Adapted Physical Activity Quarterly, 40(2), 219-237.
Billingsley, B., DeMatthews, D., Connally, K., & McLeskey, J. (2018). Leadership for effective inclusive schools: Considerations for preparation and reform. Australasian Journal of Special and Inclusive Education, 42(1), 65-81.
Braun, V., Clarke, V., & Weate, P (2016) Using thematic analysis in sport and exercise research. In： Smith, B, Sparkes, A (eds) Routledge Handbook of Qualitative Research in Sport and Exercise. Routledge, 191-205.
Braun, V., & Clarke, V. (2013). Successful Qualitative Research: a practical guide for beginners. Sage: LA. doi.10. 1177/0959353515614115
Braun, V., & Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513-531. https://doi.org/10.1037/0003-066X.32.7.513
Catellani, N., Ilyasov, D. F., Cherepov, E. A., Sevryukova, A. A., Selivanova, E. A., Kudinov, V. V., & Nikolov, N. O. (2018). Development of psychological readiness in physical education teachers for the implementation of inclusive education. Человек. Спорт. Медицина, 18(1), 125-137.
Cathy, H. W., & Lauren, J. L. (2020) A Needs Assessment for Inclusive Physical Education： A Tool for Professional Development. Journal of Physical Education, Recreation & Dance, 91(7), 43-48, doi： 10.1080/07303084.2020.1781718
Celestino, T., Ribeiro, E., & Pereira. (2023). Inclusion in physical education: Teacher profile. In Atividade Física (International Congress of Physical Activity), 28, 29, 30 of September 2023, Castelo Branco, Portugal (p. 10).
Center, Y., & Ward, J. (1987). Teachers’ attitudes towards the integration of disabled children into regular schools. Exceptional Child, 31(1), 41-56.
Clohessy, L., Bowles, R., & Ní Chróinín, D. (2020). Playing to our strengths: Generalist teachers’ experiences of class swapping for primary physical education. European Physical Education Review, 26(2), 571-586.
Columna, L., Hoyos-Cuartas, L. A., Foley, J. T., Prado-Perez, J. R., Chavarro-Bermeo, D. M., Mora, A. L., ... & Rivero, I. (2016). Latin American physical educators’ intention to teach individuals with disabilities. Adapted Physical Activity Quarterly, 33(3), 213-232.
Dematthews, D. E. (2015). Clearing a path for inclusion: Distributing leadership in a high performing elementary school. Journal of School Leadership, 25(6), 1000-1038.
DeMatthews, D., Billingsley, B., McLeskey, J., & Sharma, U. (2020). Principal leadership for students with disabilities in effective inclusive schools. Journal of Educational Administration, 58(5), 539-554.
Depauw, K. P., & Goc Karp, G. (1990). Attitudes of selected college students toward including disabled individuals in integrated settings. In G. Doll-Tepper, C. Dahms, B. Doll, & H. vin Selzam (Eds.). Adapted physical activity: An interdisciplinary approach. Proceedings of the Seventh International Symposium, Berlin, June 1989 (pp.149-157). Springer.
Donaldson, J. (1980). Changing attitudes towards handicapped person: A review of research. Exceptional Child, 46, 504-514.
Dwyer, J. J., Allison, K. R., LeMoine, K. N., Adlaf, E. M., Goodman, J., Faulkner, G. E., & Lysy, D. C. (2006). A provincial study of opportunities for school-based physical activity in secondary schools. Journal of Adolescent Health, 39(1), 80–86. https://doi.org/10.1016/j.jadohealth.2005.10.004
Dyson, B., Cowan, J., Gordon, B., Powell, D., & Shulruf, B. (2018). Physical education in Aotearoa New Zealand primary schools: Teachers’ perceptions and policy implications. European Physical Education Review, 24(4), 467-486.
Engsig, T, T., & Johnstone, C, J. (2015). Is there something rotten in the state of Denmark? The paradoxical policies of inclusive education –lessons from Denmark. International Journal of Inclusive Education, 19(5), 469-486. doi：10.108 0/13603116.2014.940068
Fidana, A., Cihan, H., & Özbeyc, F. (2014), An important component in successful inclusion practices： Instructional adaptations. Social and Behavioral Sciences, 116, 4894-4898.
Fitzgerald, H. (2012). ‘Drawing’on disabled students’ experiences of physical education and stakeholder responses. Sport, Education and Society, 17(4), 443-462.
Flory, S. B., & McCaughtry, N. (2011). Culturally relevant physical education in urban schools: Reflecting cultural knowledge. Research quarterly for exercise and sport, 82(1), 49-60.
Folsom-Meek, S. L., Neraing, R. J., Groteluschen, W., & Krampf, H. (1999). Effects of academic major, gender, and hands-on experience on attitudes of preservice professionals. Adapted Physical Activity Quarterly, 16, 389-402.
Gelmez-Burakgazi, S. (2020). Curriculum adaptation and fidelity: A qualitative study on elementary teachers' classroom practices. Issues in Educational Research, 30(3), 920-942.
Göransson, K., & Nilholm, C. (2014). Conceptual diversities and empirical shortcomings–a critical analysis of research on inclusive education. European journal of special needs education, 29(3), 265-280.
Haegele, J. A. (2019). Inclusion illusion: Questioning the inclusiveness of integrated physical education: 2019 national association for Kinesiology in higher education Hally Beth Poindexter young scholar address. Quest, 71(4), 387-397.
Haegele, J. A., & Hodge, S. (2016). Disability discourse: Overview and critiques of the medical and social models. Quest, 68(2), 193-206.
Haegele, J. A., Lee, J., & Porretta. D. L. (2015). Research Trends in Adapted Physical Activity Quarterly from 2004 to 2013. Adapted Physical Activity Quarterly. 32(3), 187-206.
Haegele, J., Zhu, X., & Davis, S. (2018). Barriers and facilitators of physical education participation for students with disabilities: An exploratory study. International Journal of Inclusive Education, 22(2), 130-141.
Haegele, J. A., Wilson, W. J., Zhu, X., Bueche, J. J., Brady, E., & Li, C. (2021). Barriers and facilitators to inclusion in integrated physical education: Adapted physical educators’ perspectives. European Physical Education Review, 27(2), 297–311.
Hodge, S. R., & Jansma, P. (1999). Effects of contact time and location of practicum experiences on attitudes of physical education majors. Adapted Physical Activity Quarterly, 16, 48-63.
Hodge, S. R., Davis, R., Woodard, R., & Sherrill, C. (2002). Comparsion of practicum types in changing preservice teachers’ attitudes and perceived competence. Adapted Physical Activity Quarterly, 19, 155-171.
Hodge, S., Ammah, J. O. A., Casebolt, K. M., LaMaster, K., Hersman, B., Samalot-Rivera, A., & Sato, T. (2009). A diversity of voices: Physical education teachers’ beliefs about inclusion and teaching students with disabilities. International Journal of Disability, Development and Education, 56(4), 401-419.
Holland, K., & Haegele, J. A. (2021). Perspectives of students with disabilities toward physical education: A review update 2014–2019. Kinesiology Review, 10(1), 78-87.
Hunt, P. F. (2011). Salamanca Statement and IDEA 2004： possibilities of practice for inclusive education. International Journal of Inclusive Education, 15(4), 461-476. doi： 10.1080/13603110903131713
Hutzler, Y., Meier, S., & Zitomer, M. (2019). Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: A narrative review of international literature. Physical Education and Sport Pedagogy, 24(3), 249-266. https://doi.org/10.1080/17408989.2019.1571183
Johnson, C. C. (2009). The benefits of physical activity for youth with developmental disabilities： A systematic review. American Journal of Health Promotion, 23(3), 157-167. https：//doi.org/10.4278/ajhp.070930103
Kilborn, M., Lorusso, J., & Francis, N. (2016). An analysis of Canadian physical education curricula. European Physical Education Review, 22(1), 23-46. https://doi.org/10.1177/1356336X15586909
Ko, B., & Boswell B. (2013). Teachers’ perceptions, teaching practices, and learning opportunities for inclusion. The Physical Educator, 70, 223-242.
Kozleski, E. B. (2017). The Uses of Qualitative Research: Powerful Methods to Inform Evidence-Based Practice in Education. Research and Practice for Persons with Severe Disabilities, 42(1), 19-32. https://doi.org/10.1177/1540796916683710
Kratzer, D. A., & Spooner, F. (1993). Extending the application of constant time delay： Teaching a requesting skill to students with severe multiple disabilities. Education and Treatment of Children, 16, 235-253.
Kwon, E. H. (2018). Status of introductory APE course and infusion in PETE program. Palaestra, 32(1), 32-39.
Li, Q., Wang, L., Qi, J., & Li, C. (2022). Pre-service Physical Education Techer Concerns about Teaching Students with Disabilities: Instrument Modification and Validation. International Journal of Disability, Development and Education, 69(3), 791-806.
Lirgg, C. D., Gorman, D. R., Merrie, M. D., & Shewmake, C. (2017). Exploring challenges in teaching physical education to students with disabilities. Palaestra, 31, 13-18.
Liu, W. S., Li, X. W., & Zou, Y. M. (2019). The Formation of Teachers' Intrinsic Motivation in Professional Development. Integrative psychological & behavioral science, 53(3), 418-430. https://doi.org/10.1007/s12124-018-9465-3
Loreman, T., Forlin, C., Chambers, D., Sharma, U., & Deppeler, J. (2014). Conceptualising and measuring inclusive education. In Measuring inclusive education (pp. 3-17). Emerald Group Publishing Limited.
Lucero, A. E. (2023). Teachers Perceptions, Practices, and Needs Toward Inclusion in Physical Education (Doctoral dissertation, The University of New Mexico).
MacPhail, A., Tannehill, D., Leirhaug, P., E., & Borghouts, L. (2023). Promoting instructional 5 alignment in physical education teacher education. Physical Education and Sport Pedagogy, 28(2), 153-164.
Maher, A. J., Fitzgerald, H., & McVeigh, J. (2020). Factors influencing the culture of special school physical education: A Gramscian critique. European Physical Education Review, 26(4), 954-969. https://doi.org/10.1177/1356336X20901337
Mangione, J., Parker, M., O’Sullivan, M., & Quayle, M. (2020). Mapping the landscape of physical education external provision in Irish primary schools. Irish Educational Studies, 39(4), 475-494.
Marron, S., Murphy, F., Pitsia, V., & Scheuer, C. (2023). Inclusion in Physical Education in primary schools in Europe through the lens of an Erasmus+ partnership. Education 3-13, 51(5), 715-730.
Marston, R., & Leslie, D. (1983). Teacher perceptions from mainstreamed versus non-mainstreamed teachering environments. The Physical Educator, 40, 8-15.
McMaster, C. (2015). " Where Is _?": Culture and the Process of Change in the Development of Inclusive Schools. International Journal of Whole Schooling, 11(1), 16-34.
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I. (2016). Learning from differences: A strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1), 45-61.
Metzler, M. (2017). Instructional models in physical education. Taylor & Francis. https://doi.org/10.4324/9781315213521
Mitchell, M. F., Lawson, H. A., van der Mars, H., & Ward, P. (2021). Chapter 6: Perspectives on the future of doctoral programs. Journal of Teaching in Physical Education, 40, 392-401.
Morley, D., Bailey, R., Tan, J., & Cooke, B. (2005). Inclusive Physical Education: teachers’ views of including pupils with Special Educational Needs and/or disabilities in Physical Education. European Physical Education Review, 11(1), 84-107. https://doi.org/10.1177/1356336X05049826
Myende, P. E. (2023). Leadership for Inclusion in Schools: An Ethics of Care Perspective. In Inclusion in Southern African Education: Understanding, Challenges and Enablement (pp. 131-144). Cham: Springer International Publishing.
National Center on Educational Restructuring and Inclusion (1994). National Study of Inclusive Education. Retrived from ERIC database (ED375606).
Ní Chróinín, D., & O’Brien, N. (2019). Primary school teachers’ experiences of external providers in Ireland: Learning lessons from physical education. Irish Educational Studies, 38(3), 327-341.
Nowland, L. A., & Haegele, J. A. (2023). The Self-Efficacy of Physical Education Teachers to Teach Students With Disabilities: A Systematic Review of Literature. Adapted Physical Activity Quarterly, 1, 1-23.
Nowland, L. A., & Haegele, J. A. (2023). The Self-Efficacy of Physical Education Teachers to Teach Students With Disabilities: A Systematic Review of Literature. Adapted Physical Activity Quarterly, 40(4), 758-780.
O’Rourke, R. H., Orr, K., Renwick, R., Wright, F. V., Noronha, J., Bobbie, K., & Arbour-Nicitopoulos, K. P. (2023). The Value of Incorporating Inclusive Sports in Schools: An Exploration of Unified Sport Experiences. Adapted Physical Activity Quarterly, 40(4), 629-648. https://doi.org/10.1123/apaq.2021-0188
Overton, H., Wrench, A., & Garrett, R. (2017). Pedagogies for inclusion of junior primary students with disabilities in PE. Physical Education and Sport Pedagogy, 22(4), 414-426.
Padgett, D. K. (2008). Qualitative Methods in Social Work Research (2nd ed.). SAGE.
Pan, C. Y., & Georgia C. Frey (2003). Integrating Students with High-Functioning Autism Spectrum Disorders in General Physical Education. Annual Journal of Physical Education and Sports Science, 3, 1-7. doi：10.6694/JPESS.200312_(3).0001
Park, C. W., & Curtner-Smith, M. (2018) Influence of occupational socialization on the perspectives and practices of adapted physical education teachers. Adapted Physical Activity Quarterly 35(2), 214-232.
Park, M. & Chitiyo, M. (2011). An Examination of Teacher Attitudes towards Children with Autism. Journal of Research in Special Educational Needs, 11(1), 70-78. doi: 10.1111/j.1471-3802.2010.01181.x
Patrick, D. (1987). Improving attitudes toward disabled persons. Adapted Physical Activity Quarterly, 4, 316-325.
Petrie, K., Devcich, J., & Fitzgerald, H. (2018). Working towards inclusive physical education in a primary school: ‘some days I just don’t get it right’. Physical Education and Sport Pedagogy, 23(4), 345-357.
Piletic, C. K., & Davis, R. (2010). A profile of the introduction to adapted physical education course within undergraduate physical education teacher education programs. ICHPER-SD Journal of Research in Health, Physical Education, Recreation, Sport & Dance, 5, 26-32.
Pocock, T., & Miyahara, M. (2018). Inclusion of students with disability in physical education: a qualitative meta-analysis. International Journal of Inclusive Education, 22(7), 751-766. https://doi.org/10.1080/13603116.2017.1412508
Polat, F. (2011) Inclusion in education: A step towards social justice. International Journal of Educational Development, 31(1), 50-58.
Praisner, C. L. (2003). Attitudes of elementary school principals toward the inclusion of students with disabilities. Exceptional children, 69(2), 135-145.
Qi, J., & Ha, A (2012). Inclusion in Physical Education: A review of literature. International Journal of Disability Development and Education, 59(3), 257-281. doi:10.1080/1034912X.2012.697737
Qi, J., Wang, L., & Ha, A. (2017). Perceptions of Hong Kong physical education teachers on the inclusion of students with disabilities. Asia Pacific Journal of Education, 37(1), 86-102. https://doi.org/10.1080/02188791.2016.1169992
Rekaa, H., Hanisch, H., & Ytterhus, B. (2019). Inclusion in physical education: Teacher attitudes and student experiences. A systematic review. International Journal of Disability, Development and Education, 66(1), 36-55. https://doi.org/10.1080/1034912x.2018.1435852
Rimmer, J. H., & Marques, A. C. (2012). Physical activity for people with disabilities. The Lancet , 380(9838), 193-195. https：//doi.org/10.1016/S0140-6736(12)61028-9
Rizzo, T. L., & Kirkendall, D. R. (1995). Teaching students with mild disabilities: What affects attitudes of future physical educators? Adapted Physical Activity Quarterly, 12(3), 205-216.
Sato, T., Hodge, S. R., Casebolt, K., & Samalot-Rivera, A. (2015). Physical education teacher candidates’ perspectives about instructing children with disabilities in adapted aquatics. International Journal of Aquatic Research in Education, 9, 308-328.
Schmidt-Gotz, E., Doll-Tepper, G., & Lienert, C. (1994). Attitude of university students and teachers towards integrating students with disabilities in regular physical education classes. Physical education Review, 17, 43-57.
Scruggs, T. E., & Mastropieri, M. A. (1996). Teacher Perceptions of Mainstreaming/Inclusion, 1958-1995：A Research Synthesis. Exceptional Children, 63(1), 59-74. doi.org/10.1177/001440299606300106
Segall, M. J., & Campbell, J. M. (2012). Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(3), 1156-1167.
Selkirk, E. K., Missiuna, C., Moll, S., Rosenbaum, P., & Campbell, W. (2021). Inclusive physical education: A critical discourse analysis of the ontario secondary school health and physical education curriculum, Journal of Teaching in Physical Education, 40, 1-9. doi: https://doi.org/10.1123/jtpe.2020-0313
Sherrill, C. (2004). Adapted physical activity, recreation and sport: Crossdiscipinary and lifespan (6th ed.). WCB and McGraw Hill.
Shippen, M. E., Crites, S. A., Houchins, D. E., Ramsey, M. L., & Simon, M. (2005). Preservice teachers' perceptions of including students with disabilities. Teacher Education and Special Education, 28(2), 92- 99.
Siedentop, D. (1973). How to use personalized systems of instruction in college teaching. NCPEAM Proceedings, 116-125.
Siedentop, D. (2007). Introduction to physical education, fitness, and sport (6th ed.). New York: McGraw-Hill.
Siegel, J., ＆ Jausovec, N. (1994). Improving teacher＇attitudes towardstudents with disabilities. ( ERIC Document Reprodution Service No.ED374 120).
Siperstein, G. N., Summerill, L. A., Jacobs, H. E., & Stokes, J. E. (2017). Promoting social inclusion in high schools using a schoolwide approach. Inclusion, 5(3), 173-188. doi: 10.1352/2326-6988-5.3.173
Sparkes, A., & Smith, B. (2014) Qualitative Research Methods in Sport, Exercise and Health： From Process to Product. Routledge.
Staub, D., Schwartz, I., Gallucci, C., & Peck, C. (1994). Four portraits of friendship at an inclusive school. Journal of the Association for Persons with Severe Handicaps, 19, 314-325.
Stewart, C. C. (1988). Modification of student attitudes toward disabled peers. Adapted Physical Activity Quarterly, 5, 44-48.
Taliaferro, A. R., Hammond, L., & Wyant, K. (2015). Preservice physical educators’ self-efficacy beliefs toward inclusion: The impact of coursework and practicum. Adapted Physical Activity Quarterly, 32(1), 49-67.
Taliaferro, A., & Harris, N. P. (2014). The Effects of a One-Day Workshop on Physical Educators' Self-Efficacy Toward Inclusion of Students with Autism. Palaestra, 28(3), 38-43.
Timothy, S., & Agbenyega, J. S. (2018). Inclusive School Leaders' Perceptions on the Implementation of Individual Education Plans. International Journal of whole schooling, 14(1), 1-30.
Tracy, S. (2019) Qualitative Research Methods： Collecting Evidence, Crafting Analysis, Communicating Impact. 2nd edition. Malden, MA： Wiley-Blackwell.
Tripp, A. (1988). Comparsion of attitudes of regular and adapted physical educators toward disabled individuals. Perceptual and Motor Skills, 66, 425-426.
U.S. Department of Health and Human Services . (2018). Physical activity guidelines for Americans (2nd). Author. https：//health.gov/paguidelines/second-edition/pdf/Physical_Activity_Guidelines_2nd_edition.pdf#page=46
UN (2016). General comment No. 4 – Article 24: Right to inclusive education. CRPD/C/GC/4. Retrieved from: https://www.ohchr.org/en/hrbodies/crpd/pages/gc.aspx.
UNESCO (1990). The World Declaration on Education for All and Framework for Action to Meet Basic Learning Needs. Thailand: UNESCO.
UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Salamanca: UNSECO.
UNESCO (1999). Salamanca Five Years On A Review of UNESCO Activities in the Light of the Salamanca Statement and Framework for Action. Adopted at the World Conference on Special Needs Education: Access and Quality. Paris: UNESCO.
UNESCO (2015). UNESCO and Sustainable Development Goals. Retrieved from https://en.unesco.org/sustainabledevelopmentgoals
UNESCO. (2017). A guide for ensuring inclusion and equity in education. Paris: UNESCO.
Walton, H. J., & Matthews, M. B. (1989). Essentials of problem‐based learning. Medical education, 23(6), 542-558.
Wilhelmsen, T., & Sørensen, M. (2017). Inclusion of children with disabilities in physical education: A systematic review of literature from 2009 to 2015. Adapted Physical Activity Quarterly, 34(3), 311-337. https://doi.org/10.1123/apaq.2016-0017
Wilson, W. J., Kelly, L. E., & Haegele, J. A. (2019). ‘We’re asking teachers to do more with less’: Perspectives on least restrictive environment implementation in physical education. Sport, Education and Society, 25(9), 1058–1071. https://doi.org/10.1080/13573322.2019.1688279
Winter, E., & O’Raw, P. (2010). Literature review of the principles and practices relating to inclusive education for children with special educational needs. National Council for Special Education. Trim, Northern Ireland.
York, J., & Tundidor, M. (1995). Issues raised in the name of inclusion： Perspectives of educators, parents, and students. Journal of the Association for Persons with Severe Handicaps, 20(1), 31-44.
York, J., & Vandercook, T. (1991). Designing an Integrated Program for Learners with Severe Disabilities. TEACHING Exceptional Children, 23(2), 22-28. https: //doi.org/10.1177/004005999102300206
Zanandrea, T., & Rizzo, T. (1998). Attitudes of undergraduate physical education majors in Brazil toward teaching students with disabilities. Perceptual and Motor Skills, 86, 699-706.