Abstract
The purpose of this study was to analyze the current status of integrated physical education (PE) in general PE classes at elementary schools in Hong Kong. A questionnaire and cover letter were sent to 115 participants. A follow-up was made to contact non-respondents two weeks after the initial dissemination of questionnaires. Of those that were surveyed, 72.17% (N=83) responded. The results indicated that there were 12 different types of students with disabilities integrated into general settings. Most inclusive classroom integrated 1-3 students with disabilities and class sizes vary widely from school to school. Teachers received limited personnel support, faced more serious barriers for integration in the future, and possessed the need for professional development. Seven valuable implications of the results were discussed. Copyright © 2010 ACESS, Asian Council of Exercise & Sports Science.
| Original language | English |
|---|---|
| Pages (from-to) | 35-41 |
| Journal | Asian Journal of Exercise & Sports Science |
| Volume | 7 |
| Issue number | 1 |
| Publication status | Published - 2010 |
Citation
Li, C., Chen, S., & Zhang, J. (2010). A status analysis of the integrated physical education in Hong Kong elementary schools. Asian Journal of Exercise & Sports Science, 7(1), 35-41.Keywords
- Integrated physical education
- Adapted physical education
- General physical education