n in physical education are admirable but suggests that many students who do participate in inclusive physical education programs do not receive meaningful physical education. Under an IEP, students with special needs may be identified as requiring what is known as adapted physical education. Adapted physical educations in turn requires the use of special tools, teaching methods, techniques, exercises, and so forth which may or may not be readily available in a community school (Houston-Wilson & Lieberman, 1999).
For this reason, an examination of the advantages and disadvantages of mainstreaming for this student population is necessary. At issue are the physical, socio-emotional, and educational effects of inclusive physical education for special needs students.
The goal of IDEA and the earlier PL 94-142 (Education for All Handicapped Children Act) is to ensure that all children, regardless of any disabling conditions, are provided with a free and appropriate public education in the least restrictive educational environment (Webb & Pope, 1999). For educators and policymakers -- and particularly for classroom teachers in the inclusive setting -- this has presented both opportunities and challenges. The opportunities focus on creating greater diversity in the mainstream classroom, enhancing the self-esteem and academic or learning outcomes of disabled children, and maximizing educational resource allocation (Webb & Pope, 1999). The challenges include providing adequate resources and programming for children with a wide range and variety of presenting problems in an era that is troubled by cost and other resource constraints (Block, Lieberman, & Connor-Kuntz, 1998). These challenges are particularly important in the physical education setting.
Block, et al (1998) have stated that prior to inclusive placement of a special needs child in the general physical education class or program, a thorough assessment of the ...