Berktaş Nabıle, Yanardağ Mehmet, Yılmaz Ilker, Aras Özgen, Konukman Ferman, Boyaci Adnan
School of Physical Education and Sport, Anadolu University, Eskişehir, Turkey.
Dev Neurorehabil. 2011;14(6):389-93. doi: 10.3109/17518423.2011.623141.
The purpose of this study was to compare the effects of inclusion education programmes with special education programmes on physical fitness levels of children with mental challenges.
Participants were 69 elementary school students with mental challenges. Thirty-four children with a mean age of 12.3 ± 2.4 were included in an inclusion physical education programme with non-disabled peers. In addition, 35 children with a mean age of 12.1 ± 1.8 participated in a special class for children with mental challenges. Balance tests, grip strength and Brockport Physical Fitness Test (BPFT) were used to evaluate the physical fitness levels of children.
Results indicated that physical fitness parameters; 20 metre shuttle run, push-up, trunk lift, vertical jump and balance test scores were significantly lower in children in the special class (p < 0.05). There were no significant differences in BMI, calf skinfold thickness, grip strength in dominant hand, sit and reach test and modified Apley test (p > 0.05).
The physical fitness level was better in children with mental challenges who were participating in an inclusion programme with non-disabled peers. Therefore, it is recommended for children with mental challenges to be part of an inclusion programme with their non-disabled peers.
本研究旨在比较融合教育项目与特殊教育项目对智力有障碍儿童身体素质水平的影响。
参与者为69名智力有障碍的小学生。34名平均年龄为12.3±2.4岁的儿童被纳入与非残疾同龄人一起的融合体育教育项目。此外，35名平均年龄为12.1±1.8岁的儿童参加了针对智力有障碍儿童的特殊班级。采用平衡测试、握力测试和布罗克波特身体素质测试（BPFT）来评估儿童的身体素质水平。
结果表明，特殊班级儿童的身体素质参数；20米往返跑、俯卧撑、躯干上抬、垂直跳和平衡测试成绩显著较低（p<0.05）。在体重指数、小腿皮褶厚度、优势手握力、坐立前屈测试和改良阿普利测试方面没有显著差异（p>0.05）。
参与与非残疾同龄人融合项目的智力有障碍儿童的身体素质水平更好。因此，建议智力有障碍儿童与非残疾同龄人一起参与融合项目。
