Current Situation and Prospect of Inclusive Physical Education in Mainland China

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Methodologies such as literature, investigation, and logic analysis were employed in order to examine the developmental status and challenges of inclusive physical education in mainland China. The result indicated that short history of legislations and polices for inclusive physical education, the passage of “Learning in Regular Classroom” led to the revolution of current structure of instructional placement for students with disabilities, and then bring with the possibility of inclusive physical education. The current structure of instructional placement for students with disabilities shows the concurrence of three states (A, B and C, see Figure 1) which provide some students with special needs to stay at the special schools rather than putting all of them at regular educational settings without support. The philosophy of inclusion is not only including students with disabilities into the regular classroom, but also preparing the supporting services. Placement with supporting service is, however, a big challenge that confronts inclusive physical education in mainland China, supporting service such as lack of a large number of qualified adapted physical teachers, pressing needs to construct inclusive and social or personnel circumstance to include people with disabilities, and adapted physical education programming are not well prepared. At the end of this article, suggestions for conquering these challenges were also provided. 本文運用文獻法，調查法等研究方法，目的在於探討大陸體育融合教育的發展現狀以及對策。結果發現，大陸融合體育教育立法或政策的歷史並不悠久，“隨班就讀”政策的提出改變了教育體系的架構，為融合體育教育的執行提供了可能。目前對於特殊學生的安置體系共有三種方式(即Ａ，Ｂ和Ｃ，參見圖1)。融合體育教育的精髓在於為得到安置的特殊需要學生提供支援，然而這也是目前大陸融合體育教育所面臨的主要挑戰。這些挑戰包括師資數量不足，個人及社會尚未形成良好的對殘疾人的接納態度，以及融合體育課程尚不夠完備。文章的最後提出了應對挑戰的建議。