The effects of inclusion class programmes on physical fitness for children with mental challenges.

OBJECTIVE

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.

METHODS

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

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).

CONCLUSION

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.