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 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. Authors are granted permission by ACESS to use their own material in subsequent publications, and to reproduce the material in total or in part for educational purposes or personal use.]

The purpose of this study was to compare the development of integration and inclusion between the United States and Hong Kong, and to examine the status of Adapted Physical Education in Hong Kong. The approaches and policies related special education (after 1970s) were reviewed and analyzed. A survey was conducted regarding students’ attitude about inclusion. The results suggest that Hong Kong may be closely following the international trend of moving from integration to a whole-school inclusion approach (117 integrated schools). Meanwhile, the development of separate special educational setting continues to gain momentum to cater to students’ special needs, with a rate of development stronger than that of the inclusion model (74 schools for six different type disabilities). The second focus of this study was on teacher preparation and factors influencing the development of special education. The findings indicated that, in addition to government policies, attitudes and lack of special education training for current teachers and students in teacher preparation programs were two important factors that influenced in education of students with disabilities in the regular setting. The study argues that the learning environment (includes peers and parent’s attitude; teachers’ knowledge; support services) must be well prepared before including students with disabilities into the regular school setting. Without well prepared support services such as TA or other accommodations, students with disabilities will not benefit from these educational environments.
[Copyright © 2004 The Hong Kong Institute of Education.]