Wang Lijuan
1 Shanghai University of Sport.
Adapt Phys Activ Q. 2019 Apr 1;36(2):242-263. doi: 10.1123/apaq.2018-0068. Epub 2019 Feb 22.
This study aims to explore the perception of students with special needs on inclusion in physical education and identify the factors that facilitate or inhibit their inclusion. Semistructured interviews were conducted with 20 students with various special needs from five secondary schools in Shanghai. Content analysis was utilized to analyze the interview data. Interview results indicated that the majority of students with special needs are negative on their inclusion, and restricted participation in physical education activities was common. Using a social relational model of disability as a theoretical framework, this study identified personal factors (i.e., impairment and self-efficacy), physical context (architectural barriers and provision of modified facilities), and social context (i.e., teacher support, peer support, and modification) that facilitated or inhibited the inclusion level of these students. The study concluded that intervention is necessary to eliminate architectural barriers, grant financial support, and offer adapted training programs by the government and schools.
本研究旨在探讨有特殊需求的学生对体育融合教育的认知，并确定促进或阻碍他们融入的因素。对来自上海五所中学的20名有各种特殊需求的学生进行了半结构化访谈。采用内容分析法对访谈数据进行分析。访谈结果表明，大多数有特殊需求的学生对他们的融入持消极态度，体育活动参与受限很常见。本研究以残疾的社会关系模型为理论框架，确定了促进或抑制这些学生融入程度的个人因素（即损伤和自我效能感）、物理环境（建筑障碍和改良设施的提供）以及社会环境（即教师支持、同伴支持和调整）。研究得出结论，政府和学校有必要进行干预，以消除建筑障碍、提供资金支持并提供适应性培训项目。
