Inclusive physical education in China is still a brand new field. In recent years, a lot of studies focused on the thoughts and theories of inclusive physical education abroad (Li Qun Li, 2000; Chen
Shu, 2012; Liu Yang, 2012), however, there was no action study or experimental study on the effects of practice of inclusive physical education in China, and the most of concerning studies were based
on literature review and theoretical analysis. By exploring the problems and influences, the study analyzed the reasons of negative and positive outcomes, and discussed how we can move to efficient
inclusion under the current Chinese compulsory education system.The purpose of the study is to analyze effects of inclusive physical education intervention on attitudes and accomplishments of physical
education of students without disabilities.
Methods:Participants: There were 30 students including 12 girls and 18 boys and 1 boy with mild intellectual disability in the intervention class (C1)There were 30 students including
14 girls and 16 boys in the non-intervention class (C2).The intervention were carried out for C1 in the second semester of 2012-2013 school year, and there were two physical education classes in every
week. Instruments were Questionnaire CAIPE-R and Adjective Checklist. Evaluation of Students’ Physical Education: The evaluation of the students’ physical education was according to curriculum
outline, including 50 meters running, one minute passing volleyball to the wall, one minute jumping rope, and medicine ball throwing.
Results:Attitudes toward inclusion and changes to sports rules, and scores of physical education tests were compared between a 3th grade class in which a student with a mild
intellectual disability was included and a 3th grade class without students with a disability. Independent-Samples T-Test indicated no difference in scores of physical education test between two
classes and students in C1 had more favorable attitudes toward changes to sports rules. Paired-Sample T-Test indicated the decrease in general attitudes toward inclusion in C1 after intervention.
Conclusions:It was argued that including students with a mild intellectual disability in general physical education would not have negative effects on students’ achievements in
physical education, and lead to positive attitudes toward changes to the sports rules. Inappropriate supports might block the expected interaction. Test-oriented and elite-centered education thoughts
made it hard to create the climate that efficient inclusion required.