| The Individuals with Disabilities Education Act（IDEA）requires school physical education to be specifically designed Individualized Education Programs to meet the needs of children with disabilities to participate in physical activities.In the 1980 s,Individualized Education Programs were introduced to China to improve the quality of special education,but to date,there is still a lack of theoretical research on the implementation of Individualized Education Programs in the field of special education in China.Based on this,this paper attempts to investigate the main problems and coping strategies of special physical education implementation under individualized education programs by combing the historical trajectory of the development of individualized education programs in special education in the United States,with the aim of providing theoretical references for promoting the development of special physical education in China in the context of integrated education.This paper mainly adopts the literature method,expert interview method,and questionnaire method,and conducts a more in-depth study on adapting individualized education for physical education and its implications for China in the context of the U.S.Individuals with Disabilities Education Act.The main contents of the full paper are as follows:Part Ⅰ: Mainly analyzes the research background of individualized education program for adapted sports,reviews the current status of research on individualized education program for adapted sports at home and abroad,identifies the concepts related to adapted sports and special sports,formulates the research contents and methods,and elaborates the innovation and significance of this study.Part Ⅱ: Based on the historical evolution of the Adapted Physical Education Individualized Education Programs under the Individuals with Disabilities Education Act（IDEA）in the United States is explained.The basic relationship between the Individuals with Disabilities Education Act（IDEA）and adapted physical education Individualized Education Programs is described,and the main elements of the U.S.Adapted Physical Education Individualized Education Programs Act are presented in three stages.The study concludes that provisions regarding Individualized Education Programs for children with disabilities continue to be added and specified,and that Individualized Education Programs play an important role in special physical education.Part Ⅲ: A study of the practice of Individualized Education Programs in adapted physical education in the United States.The results of the study show that increasing the participation of parents of children with disabilities,general education teachers,and other Individualized Education Programs team stakeholders is more conducive to the successful implementation of Individualized Education Programs.adjustments to the Individualized Education Programs development process can lead to smoother implementation of adapted physical education.Individualized Education Programs development is articulated with the general curriculum,and Individualized Education Programs are integrated into the response to intervention in the general curriculum,and both models of curriculum construction are committed to promoting students with disabilities’ Individualized Education Programs are integrated with the general education curriculum,allowing students with disabilities to participate in the general education classroom and ensuring the quality of their education.Part Ⅳ: Describes Individualized Education Programs development and implementation dilemma in adaptive physical education in the United States and proposes measures to address it at three levels.Improving laws at the federal government level to produce high-quality adapted physical education teachers;schools and families,as Individualized Education Programs team members,working to improve teacher-parent collaboration;and developing students’ self-determination skills so that students can better go to Individualized Education Programs meetings to express their needs and,thus,improve their own adapted physical education skills.Part Ⅴ: Investigation of the current situation and problem analysis of physical education Individualized Education Programs in Pei Chi schools.In response to the problems of teacher shortage,professional level of teachers to be improved,and unreasonable structure of teachers;single form of physical education organization;and insufficient physical education resources,the following countermeasures and suggestions are put forward: clarify students’ physical education rights,improve laws and regulations of adaptive physical education;strengthen talent training,promote professionalism of adaptive physical education teachers strengthen material security of adaptive physical education,and ensure supply of adaptive physical education resources;deepen the research of adaptive physical education Individualized Education Programs,and improve the quality of adaptive physical education. |
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