The purpose of this study was to analyze the related information of special education and physical education programs for students with disabilities in China. The analysis was conducted based on the survey and review of literature published in Hong Kong and Mainland of China. The review of literature primarily focused on two types of analyses, the analysis of existing modes of educational systems and the analysis of factors associated with the direction and trends of special education. The first type of analysis revealed that both Hong Kong and Mainland are closely following the international trend to integrate students with disabilities into regular school settings through whole school approach and inclusion. Meanwhile, the development of separate special educational setting also continues to gain its momentum to cater students' special need at the separate settings, and the rate of development is even faster than integration mode in both Hong Kong and Mainland. The second type of analysis indicated that government policies, positive attitudes, training from current teachers, and students at teacher preparation program are the important factors that influence educating students with disabilities in regular settings. Although China is moving toward including students with disabilities into regular school settings, special education program in Hong Kong and Mainland are different. Currently three modes of special education being operated in Hong Kong are appropriate to meet parents' right to have choices to determine their children's education. However, adapted physical education preparation mode in both Hong Kong and Mainland might need to take serious consideration on its direction and approaches in relation to equalization and nondiscrimination. School and community physical activity should be addressed for all people with disabilities, not only for a few athletes who can get gold medals. It was also found from the results of survey and published studies that some

The purpose of this study was to compare attitudes of final year students in teacher preparation program and in-service physical education teachers toward including students with disabilities into regular settings between Hong Kong (HK) and mainland China (MC), and to further examine the influences of attitudes on development of adapted physical education program. Total 152 participants (53 4th year students and 43 in-service teachers) from HK, and 56 students from MC participated in this study. A survey was conducted regarding students' attitudes toward inclusion (type disability can be included, type of experience and skills they need for inclusion), and opinions and concerns about inclusion (open questions). The results of survey indicated that both students and in-service teachers in HK and MC philosophically support inclusion, however, there were many concerns and different opinions regarding inclusion when they answered open-end questions. For question #1 "Students with disabilities should be taught in RPE classes" 65% (HK) and 62% (MC) students disagreed. For question #3, "Students with severe disabilities should be taught in separate classes (APE classes)", 77% (HK) and 85% (MC) agreed. The survey indicated that students from HK and MC thought special school and teachers with special training will provide better education for students with disabilities than general teacher. Survey results also indicated from question #13, "to be prepared to teach students with mild to severe disabilities, it is important that I receive training on activities that includes ideas on lesson planning for a variety of abilities levels", that 95.5% students from both HK and MC agreed and strong agreed on "need more academic preparation" for inclusion. There were no significant difference between 4th year students and in-service teachers on these items. Other results indicated that, in addition to government policies, attitudes and lack of special education training for current teachers