The Development of an Internet-Based Knowledge Management System for Adapted Physical Education Service Delivery
The purpose of this study is to develop an internet-based system for the actual implementation and practice of knowledge management to support adapted physical education service delivery by using distributed knowledge accumulated through exchanging and sh
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Abstract The purpose of this study is to develop an internet-based system for the actual implementation and practice of knowledge management to support adapted physical education service delivery by using distributed knowledge accumulated through exchanging and sharing case studies among different schools and educational institutions over the Internet, and to evaluate the effectiveness of the newly developed system by asking the adapted physical education teachers. The results are as follows: This system makes it easy to archive and share classroom teaching information, and also supports collaboration among people in different schools and educational institutions. It also permits new teachers who lack expertise and actual classroom experience to work on case studies in collaboration with experienced APE specialists from other schools, and thereby improve their skills in teaching children with disabilities.
Keywords Adapted physical education Video consultant Web-based system Teaching method Autism
J.-J. Bae Department of Physical Education, Gongju National University, 56 Bonghwang-dong, Gongju-si, Chungcheongnam-do, Republic of Korea314-701, J.-C. Lee (&) Department of Exercise Prescription, Dongshin University, 252 Daeho-dong, Naju, Jeonnam, 520-714, Republic of Korea e-mail: [email protected] M.-W. Cheon Department of Biomedical Science, Dongshin University, 252 Daeho-dong, Naju, Jeonnam, 520-714, Republic of Korea S.-O. Choi Department of Sport Science, Hannam University, 133 Ojung-dong, Deadeok-gu, Daejeon, 306-791, Republic of Korea
S.-S. Yeo et al. (eds.), Computer Science and its Applications, Lecture Notes in Electrical Engineering 203, DOI: 10.1007/978-94-007-5699-1_39, Ó Springer Science+Business Media Dordrecht 2012
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1 Introduction Adapted physical education (APE) is changing. This is more than just a simple change of nomenclature, because the target population for adapted physical education service has expanded to individuals with many developmental disabilities such as learning disabilities, attention deficit disorder, and high-functioning autism that were not previously covered in the service delivery system. A number of school-aged children are affected by these more broadly defined conditions. Some progress has been made to accommodate and support these children in inclusive physical education classes, but it has also been shown that appropriate support and teaching practices are not being provided in many regular physical education classrooms [1]. One factor that has contributed to this lack of support is that there are simply not enough teachers with APE expertise to teach these children. Another factor is that the very concept of APE is so new that, aside from APE specialists, there are no clear guidelines on how to deal with the behavioral issues of children with mild developmental disabilities [2]. Instead of trying to assign new regular physical education teachers or APE specialists, a new approach can be considered, in which regular physical ed
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