@article{oai:oiu.repo.nii.ac.jp:00001037,
 author = {湯川, 静信 and Yukawa, Shizunobu and 荒木, 寛巳 and Araki, Hiromi},
 issue = {3},
 journal = {国際研究論叢 : 大阪国際大学紀要, OIU journal of international studies},
 month = {Mar},
 note = {With the recent diversification of students at all levels of education, from elementary schools to universities, the effect of physical education must be reconsidered. The objective of the present study was to investigate the role of Teacher Certification courses as they relate to Inclusive Physical Education from the perspective of students’ satisfaction with their physical education. Specifically, we studied two cases highlighting different degrees of satisfaction.
　The first case involved a regular class at an elementary school that included one student with a disability (Angelman syndrome). The students were allowed to make their own rules for touch football games. This resulted in a high level of satisfaction for the students. The second case was observed at a school for students with varying degrees of intellectual disabilities. Soccer games were played during physical education classes based on rules created unilaterally by the teacher. This resulted in limited satisfaction for students．
　It is clear that Inclusive Physical Education promotes an environment for mutual understanding among students. Therefore, as part of the guidance for students aiming to become teachers, we propose that learning about disabilities and practice in creating Inclusive Physical Education lesson plans are necessary in order to promote awareness., 5, P, 研究ノート, Research Note},
 pages = {81--98},
 title = {インクルーシブ体育に関する教員養成課程における課題 ―児童・生徒の満足度を検討の観点として―},
 volume = {32},
 year = {2019},
 yomi = {ユカワ, シズノブ and アラキ, ヒロミ}
}