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The purpose of this investigation was to clarify the present status of children with special educational needs with regard to physical education classes in elementary schools. This survey was conducted using a questionnaire that was administered to teachers in elementary schools in one of the prefectures in the Kanto area. The contents of the questionnaire were based on an enforcement system, the style and stage of inclusive physical educational classes, and consciousness about adapted physical education and adapted sport. As a result, it was established that all the teachers assumed that physical education was important for children with special educational needs. The physical education class and the school sports festival were conducted using the inclusive pattern in the standard class. It was thought that a merit of the inclusive physical education class was that it provided an understanding of others. However, the strategy adopted for teaching and the evaluation methods for children with special educational needs differed among the teachers in charge of classes for handicapped children and other teachers. Teachers recognized the need for adapted physical education and adapted sport, and felt that the present conditions tended to be insufficient in terms of information and training. It was believed that both the teaching methods for children with special educational needs and specialty of physical education were necessary to express the adapted physical education.

The status of adapted physical education in elementary schools in “A” prefecture