LANGUAGE NOTE | Document text in English; abstract also in Chinese. Methodologies such as literature, investigation, and logic analysis were employed in order to examine the developmental status and challenges of inclusive physical education in mainland China. The result indicated that short history of legislations and polices for inclusive physical education, the passage of “Learning in Regular Classroom” led to the revolution of current structure of instructional placement for students with disabilities, and then bring with the possibility of inclusive physical education. The current structure of instructional placement for students with disabilities shows the concurrence of three states (A, B and C, see Figure 1) which provide some students with special needs to stay at the special schools rather than putting all of them at regular educational settings without support. The philosophy of inclusion is not only including students with disabilities into the regular classroom, but also preparing the supporting services. Placement with supporting service is, however, a big challenge that confronts inclusive physical education in mainland China, supporting service such as lack of a large number of qualified adapted physical teachers, pressing needs to construct inclusive and social or personnel circumstance to include people with disabilities, and adapted physical education programming are not well prepared. At the end of this article, suggestions for conquering these challenges were also provided. 本文運用文獻法，調查法等研究方法，目的在於探討大陸體育融合教育的發展現狀以及對策。結果發現，大陸融合體育教育立法或政策的歷史並不悠久，“隨班就讀”政策的提出改變了教育體系的架構，為融合體育教育的執行提供了可能。目前對於特殊學生的安置體系共有三種方式(即Ａ，Ｂ和Ｃ，參見圖1)。融合體育教育的精髓在於為得到安置的特殊需要學生提供支援，然而這也是目前大陸融合體育教育所面臨的主要挑戰。這些挑戰包括師資數量不足，個人及社會尚未形成良好的對殘疾人的接納態度，以及融合體育課程尚不夠完備。文章的最後提出了應對挑戰的建議。

Purpose: The speech of some children does not follow a typical normalization trajectory, and they develop speech sound disorders (SSD). This study investigated predictive correlates of speech sound normalization in children who were at risk of SSD. Method: A prospective population cohort study of 845 Cantonese-speaking preschoolers was conducted over 2.5 years to examine (a) children who resolved nonadult realizations of consonants (normalized) and (b) those who had persisting speech sound difficulties (did not normalize). From these 845, a sample of 82 participants characterized as having SSD (1.25 SD s below the mean in a standardized speech assessment, with a delay in initial consonant acquisition or with one or more atypical errors) was followed for 2 years at 6-month intervals or until the completion of their initial consonant inventory. Data from 43 children who did not receive speech-language pathology services were analyzed with survival analysis to model time to normalization while controlling for covariates. The target event (outcome) was the completion of their initial consonant inventory. Results: Under the no-intervention condition, the estimated median time to normalization was 6.59 years of age. Children who were more likely to normalize or normalized in a shorter time were stimulable to all errors and more intelligible as rated by caregivers using the Intelligibility in Context Scale. Those who showed atypical error patterns did not necessarily take longer to normalize. Similarly, expressive language ability was not significantly associated with speech normalization. Conclusions: Stimulability and intelligibility were more useful prognostic factors of speech normalization when compared to (a)typicality of error patterns and expressive language ability. Children with low intelligibility and poor stimulability should be prioritized for speech-language pathology services given that their speech errors are less likely to resolve naturally.

The purpose of the present study was to investigate the level of physical activity (PA) in an all-boys school and, using a mixed method design, to identify factors that facilitate or hinder PA engagement. Participants ( n = 382) completed the Three Day Physical Activity Recall (3DPAR) questionnaire to enable examination of the pattern of their PA and the amount of time spent on sedentary activities. To understand further the motivation behind their level of PA, 24 participants with the highest and lowest 3DPAR scores were selected for focus groups. Quantitative data of the PA levels of the all-boys sample of this study and those of a mixed sample from a study by Lee and Trost were analysed using percentage means with 95% confidence intervals, with a 2x2 analysis of variance being used for the comparisons. The focus group data were transcribed and thematic analysis was performed on the transcripts. The quantitative results revealed evidence that male students in the current sample were more active in comparison with the students from the mixed sample. The qualitative results indicated that PA participation was facilitated by factors such as intention to maintain health and fitness levels, a strong school sports culture, regular exercise with friends and family, and an individual’s exercise history. In contrast, academic workload, poor exercise history and after-school non-PA related activities were identified as factors that hindered PA participation. The findings are discussed in relation to wider school decisions and policies that have an effect on PA among adolescent students.

Abstract-Perception of teacher has been supported by recent research which influences their behavior towards acceptance of students with special learning needs. This study examines the psychometric properties of a newly constructed measure on teacher perception towards inclusive education. The study comprised 355 teachers (mostly females; majority age group: 26 to 45) from three progressive teacher training courses (basic, advanced, and thematic), which cater to different educational needs. The participants were required to complete the questionnaire on their perception towards educational inclusion. Data were analyzed using both classic test theory (CTT) and item response theory (IRT). Three domains (attitude, concern, and commitment) of perception were identified and tested in the context of Hong Kong. The analysis showed these domains had strong construct validity (GFI=.986; CFI=.941; RMSEA=.0578), internal consistency (Cronbach's alpha=.529-.761), and good fit to the Rasch model among items (Infit/outfit=.80-1.27). The current findings support the view that administration of the recent scale provided better understanding of teachers' perception on inclusive setting, and improved guidance for better program development on teacher training.Index Terms-Teacher perception, inclusive education, PTIE, item calibration, scale validation. I. INTRODUCTIONThe philosophy of educational values of equity and social justice makes the entitlement of all children to quality education, regardless of differences, an important notion for the implementation of inclusive education [1], [2]. However, several teachers have reservations for the inclusion of students with special educational needs in ordinary classrooms. The reservation could have been the result of the worries of teachers concerning their insufficient professional preparation to deal with students with special educational needs. Prior studies proved that involvement in strategic professional development helps teachers increase their understanding of learning barriers and changes their negative perspectives on students with special educational needs [3]. Professional development programs help teachers develop attitudes, strategies, and capacities to work with others, which in turn allow them to facilitate students regardless of their disabilities in the inclusion setting [4], [5]. According to Burrello and Wright (1993), targeted professional development activities focused around inclusion increases staff efficacy and attitudes in the areas of team collaboration, cooperative learning, joint ownership, student integration, effective teaching practices, and development of teaching skills in adapting and modifying the curriculum to meet the needs of all students [6]. However, limited studies have been conducted to prove the effectiveness of professional development programs on the influential function on the attitudes, concern, and commitment of teachers, especially in the Chinese schools. One of the major reasons for the lack of studies is the limited number of psycho...