Inclusion has been a topic of discussions and debate among adapted physical activity professionals since the 1980s. Although the initial discussions focused primarily on inclusion as a place or placement, the discourse today about inclusion must be expanded to incorporate issues of context, disability rights, and social justice. Inclusion must now be reconceptualized as an attitude or a process. Progressive inclusion and acceptance is not a myth but a reality. As international attention and efforts are focused on physical education as a right of all children, APA professionals must forego bandwagons and adopt a strong philosophical stance that guides our efforts toward achieving inclusive physical education.

The aim of this study was to examine whether or not there were any differences in the severity of hyperactivity and the comorbidity of hyperactivity with clumsiness due to the sampling sources of hyperactive children. It was hypothesized that hyperactivity would be more severe and the comorbidity higher in the hospital sample than in the community support group and the school sample. A total of 47 hyperactive children were assessed with the German version of the Conners Teacher Rating Scale (CTRS) and the Movement Assessment Battery for Children (Movement ABC). The hypotheses were not supported by the results. Although the school sample demonstrated the least prevalence rate of comorbid clumsiness, their conduct problems were rated higher than were the hospital and the support group samples. The possible difference in teachers' perception was discussed in terms of their understanding and communication with parents and professionals. The need to determine the effect of inattention on manual performance is addressed with a research strategy.

No abstract

No abstract