Background/Purpose This study aimed to examine the effects of inclusive physical education on the social status and skill learning of a high school female student with mild visual impairment.
Method Modified volleyball and basketball activities were used as instructional intervention for eight weeks, twice per week. The quantitative data were collected using the Social Status Check List, Peer Acceptance Rating Scale, Peer Interaction Observation System, and volleyball and basketball skill tests while qualitative data from student interviews and teaching field notes.
Analysis/Results The quantitative data were analyzed using descriptive statistical analysis. The qualitative data were analyzed inductively to interpret the class peer acceptance attitude towards the student with mild visual impairment. The results of this study were: (1) Increases of active and interactive mode, verbal and non-verbal forms were found during inclusive physical education lessons. The overall number of interactions among the participant and her peers improved from 10 during first lesson to 28 times during the 16th lesson. (2) Student with mild visual impairment showed improvement in peer acceptance, the number of rejection by peer were reduced from 20 times to 12; peer acceptance rating scale scores improved from 90 to 106 points.(3) Motor skills of the student with mild visual impairment showed significant progress in volleyball underhand pass and underhand, basketball dribbling and chest pass, and balance movement.
Conclusions In conclusion, it was evidenced that the use of inclusive physical education activities designed for the mild visually impaired student showed positive effects on social status and skill learning outcomes.