Comparison Of Physical Education Support For Children With Special Needs In General Basic School Between China And Czech Republic:an Inclusive Education Perspective

Universal Declaration of Human Rights(UDHR)and the World Declaration on Education for All(WDEA) have officially declared that every child has the right to education. Inclusion and participation reflects human dignity, is the foundation to enjoy and implement human rights. Inclusive education is to put normal children and children with special needs(CSN) in the same learning environment,offer equal access to education and maximize the realization of equal opportunity, full participation and overall development for CSN.CSN are at a distinct disadvantaged in physical health, mental health and social adaptation. To achieve all aspects of their development in the ordinary school environment, appropriate help and support are needed to enable them integrating into mainstream education environment successfully. School physical education for children with special needs has specific advantages compared with other subjects. Sports can enhance their physical fitness, improve body shape, cultivate team spirit, foster strong will, improve social adaptability and offer chances for both CSN and normal children to understand each other, help each other, finally achieve the theme of inclusive education.Through literature, interviews and field research, this study was to compare school physical education support of general basic schools in Czech Republic(CZ)and China(CHN)according to inclusive education prospective. Based on four aspects of support(settlement, policy, teacher and curriculum), PE teacher interviews and physical education field trips were did in 3 basic schools in Brno and Zlin city from CZ and 14 basic schools in Shanghai from CHN, and site visits and interviews were conducted in universities which offer special education or adapted physical education professional training.Results :1. In settlement support, from macroscopic aspect, inclusive physical education is the main settlement model in both CZ and CHN. From microscopic aspect, CSN’s participation is higher and has better integration in specific PE class in CZ.2.In policy support, the differences is less in legislation of special education and sports between CZ and CHN. While CZ is more detailed and specific, and can quickly introduce supporting program.3. In teacher support, CZ’s general PE Teachers’ education level is higher than CHN. It has three modes of pre-service training, which start earlier, have lager scales relatively and high degree of integration. CHN has two modes of vocational training, which start later, have smaller scales relatively and no integration formed yet. CZ has stronger support than CHN in in-service training.4. In curriculum support, CZ has a system of remedial physical education curriculum targeted to CSN. CHN began to have inclusive education philosophy, but haven no stable system and lack of specific courses for CSN.Suggestions:1. Safeguarding the sport rights of CSN sports, striving to achieve the real inclusion in PE.2. Improving policies and regulations, increasing government support and implementing effective execution policies.3. Widening the training channels, enhancing the quantity and quality of PE teachers with special physical education skills.4. Deepening the inclusive education philosophy, accelerating the development of physical education curriculum for CSN.