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Results and SWOT Analysis of the 2022 Hong Kong Report Card on Physical Activity for Children and Adolescents With Special Educational Needs

Cindy H.P. Sit, Wendy Y.J. Huang, Stephen H.S. Wong, Martin C.S. Wong, Raymond K.W. Sum, and Venus M.H. Li

Card. Regardless of countries or regions, in general, over 75% of children and adolescents with disabilities did not meet the physical activity guideline ( WHO, 2020 ). As in Hong Kong, only 5% of children and adolescents with special educational needs (SEN) met the guideline on physical activity

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Promoting Physical Activity Among Children and Adolescents With Disabilities: The Translation of Policy to Practice Internationally

Cindy Sit, Salomé Aubert, Catherine Carty, Diego Augusto Santos Silva, José Francisco López-Gil, Piritta Asunta, Yves Palad, Roselle Guisihan, Jeongmin Lee, Kelly P. Arbour Nicitopoulos, Leigh M. Vanderloo, Heidi Stanish, Justin Haegele, Piotr K. Urbański, Jurate Pozeriene, Yeshayahu Hutzler, and Kwok Ng

improve motor activities of all children. The “Include Me” project includes the provision for adapted sports. • Physical education includes education support for children with special educational needs, yet trained teachers do not always gain practice in working in adapted physical education, hence

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Student Attitudes Toward Inclusion in Physical Education: The Impact of Ability Beliefs, Gender, and Previous Experiences

Raul Reina, Yeshayahu Hutzler, María C. Iniguez-Santiago, and Juan A. Moreno-Murcia

This study addresses the associations between students’ ability beliefs and attitudes toward inclusion in physical education, as well as the impact of gender and previous contact/participation with children with disability on these variables. A cross-sectional study was conducted with 976 students (491 girls and 485 boys; age 11–16 years), who responded to ability beliefs and attitudes questionnaires. Ability beliefs (entity and incremental) and the 3 sociodemographic variables predicted 20.4% and 9% of the behavioral and cognitive subscales of attitudes, respectively. Students with higher scores for entity beliefs of ability had a less favorable attitude toward inclusion. Girls reported more favorable attitudes toward inclusion than boys. Students who indicated previous participation in physical activities with children with disabilities showed attitudes that were more favorable in both the behavioral and cognitive subscales, while those who reported previous contact had more favorable attitudes in the behavioral subscale and lower entity beliefs. However, the 3 sociodemographic variables had a lower contribution to the explained variance of attitudes.

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Inclusion of Children With Disabilities in Physical Education: A Systematic Review of Literature From 2009 to 2015

Terese Wilhelmsen and Marit Sørensen

This systematic review examines research published from 2009 to 2015 on inclusion of children with disabilities in physical education according to the PRISMA guidelines. We have used a stakeholder approach as a framework for organizing and discussing the results. The searches yielded 535 studies, of which 112 were included. The systematic review outlines which stakeholder perspectives received the most attention, the main themes and findings, the methodological trends that governed the research contribution, and the country of data collection. The main findings indicated that perspectives of pre- and in-service teachers and studies of attitudes still dominate the research contributions. The strengths and limitations of the research conducted to date highlight that several other perspectives need to be discussed. Especially important is seeking information from children with disabilities themselves. Other barriers and facilitators perceived by those actively involved in the inclusion process need to be sought.

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Perspectives of Students With Special Needs on Inclusion in General Physical Education: A Social-Relational Model of Disability

Lijuan Wang

Students with special educational needs are those who do not fit in standard behavioral models. Such students also show certain difficulties in dealing with educational and pedagogical tasks ( Milanovic & Markovic, 2014 ; Wang & Qi, 2015 ). An increasing number of students with special educational

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Self-Reported Participation in Sport/Exercise Among Adolescents and Young Adults With and Without Mild to Moderate Intellectual Disability

Janet Robertson, Eric Emerson, Susannah Baines, and Chris Hatton

2010 (age: 19–20 years). Identification of Participants With Mild to Moderate Intellectual Disability Data linkage with the 2004 and 2006 NPD was undertaken to identify participants with special educational needs (SEN). Linkage was successful for 15,240 young people present at wave 1 (97% of the Next

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Paraeducator Support in Integrated Physical Education as Reflected by Adults With Visual Impairments

Justin A. Haegele, Takahiro Sato, Xihe Zhu, and T. Nicole Kirk

ambiguous role of the paraeducator in the general physical education environment . Adapted Physical Activity Quarterly, 30 ( 2 ), 164 – 183 . PubMed ID: 23520245 doi:10.1123/apaq.30.2.164 Coates , J. ( 2011 ). Physical fit or physically literate? How children with special educational needs

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Global Matrix of Para Report Cards on Physical Activity of Children and Adolescents With Disabilities

Kwok Ng, Cindy Sit, Kelly Arbour-Nicitopoulos, Salomé Aubert, Heidi Stanish, Yeshayahu Hutzler, Diego Augusto Santos Silva, Mary-Grace Kang, José Francisco López-Gil, Eun-Young Lee, Piritta Asunta, Jurate Pozeriene, Piotr Kazimierz Urbański, Nicolas Aguilar-Farias, and John J. Reilly

included disability-specific PA surveys (Canada, Chile, France, and South Korea) and special educational needs research (Finland, Hong Kong SAR, Israel, Lithuania, Philippines, and South Korea). More details of data sources that were included within each of the Para Report Cards can be found in

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Perspectives of Students With Disabilities Toward Physical Education: A Review Update 2014–2019

Katherine Holland and Justin A. Haegele

). Parental expectations about adapted physical education services . Journal of Special Education, 47 ( 3 ), 186 – 196 . doi:10.1177/0022466912447661 10.1177/0022466912447661 Coates , J. ( 2011 ). Physically fit or physically literate? How children with special educational needs understand physical

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In-Service Teachers’ and Educational Assistants’ Professional Development Experiences for Inclusive Physical Education

Hayley Morrison and Doug Gleddie

methodology (pp.  35 – 75 ). Thousand Oaks, CA : Sage . 10.4135/9781452226552.n2 Coates , J. , & Vickerman , P. ( 2008 ). Let the children have their say: Children with special educational needs and their experiences of physical education–a review . Support for Learning, 23 ( 4 ), 168 – 175 . doi