Abstract
The aim of this paper is to outline how physical education taught at special schools intended primarily for children with mild intellectual disability has evolved. The institutions in question are special schools (officially referred to as "practical elementary schools"), which have existed since 1948.
Research of both historical and contemporary legislation and other sources related to the education of children with specific educational needs indicates that there has essentially been no change in the weekly allotment of physical education. With the exception of periods 1953-1960 and 1978-1993, three hours a week have always been and continue to be set aside for physical education in every class.
Any changes observed apply instead to the content of these lessons and organisational matters related to teaching. This fact is undoubtedly linked to the social changes that have taken place in all fields of human activity and the gradual formation and improvement of the legal conditions for the education of people with various disabilities.
Given the quantity of legislation enacted it is fair to say that since the turning-point year of 1989 the legislation has paid considerably more attention to individuals with special educational needs, such as mild intellectual disability, than in previous periods: not only is there more legislation, it is also more detailed and thorough.