Roper Emily Ann, Santiago José A
Department of Health and Kinesiology, Sam Houston State University, Huntsville, TX.
Adapt Phys Activ Q. 2014 Apr;31(2):162-80. doi: 10.1123/apaq.2013-0086.
Employing a grounded theory approach, the purpose of this study was to qualitatively examine the influence of service-learning (SL) on undergraduate kinesiology students' attitudes toward and experiences working with P-12 students with disabilities. Fourteen (9 female, 5 male) kinesiology students enrolled in an adapted physical education class participated in one of three focus group interviews regarding their experiences of working with P-12 students with disabilities. All interview data were analyzed following procedures outlined by Strauss and Corbin (1998). The following five themes represent the participants' experiences and attitudes toward P-12 students with disabilities after their involvement in a SL project: (a) initial reactions, (b) selection of P-12 students, (c) preconceived attitudes, (d) the benefits of SL, and (e) positive experience. All 14 of the participants who volunteered to share their experiences indicated that the SL experience positively affected their attitudes toward individuals with disabilities.
本研究采用扎根理论方法，旨在定性考察服务学习（SL）对本科运动机能学专业学生对待残疾P-12学生的态度以及与他们合作的经历的影响。十四名（九名女性，五名男性）参加适应性体育课程的运动机能学专业学生参加了三场焦点小组访谈中的一场，访谈内容涉及他们与残疾P-12学生合作的经历。所有访谈数据均按照施特劳斯和科尔宾（1998年）概述的程序进行分析。以下五个主题代表了参与者在参与服务学习项目后对残疾P-12学生的经历和态度：（a）初始反应，（b）P-12学生的选择，（c）先入为主的态度，（d）服务学习的益处，以及（e）积极体验。所有自愿分享经历的14名参与者均表示，服务学习经历对他们对待残疾人的态度产生了积极影响。
