MAINSTREAMING IN PHYSICAL EDUCATION: THE CONCEPT AND ITS IMPLICATIONS

Abstract

The gymnasium and the playing field seem perhaps the greatest challenge to children who are handicapped, physically or otherwise, when they attend normal school. The "phys. ed." teacher must become a teacher of "adapted physical education", and shares with the special educator a major responsibility for the success of mainstreaming. Reid explains why mainstreaming is on the agenda in Canada and explores five major tenets of the proposition, together with a number of its practical implications for physical education under the headings of the required personnel, individualization in large classes, the leadership competencies called for, and the problems of organization to be anticipated.