China's educational landscape is progressively embracing the integration of adolescents with mild intellectual disabilities into mainstream classrooms, reflecting a nation-wide commitment to inclusive education. This study examines the challenges and current state of inclusive sports education, a critical component of special needs education that remains under-optimized.

Despite policy advancements, the practical implementation of inclusive sports is slow, highlighting a need for deeper exploration and effective strategies. This research identifies key barriers, such as inadequate facilities, lack of trainer competencies, and a general lack of awareness regarding the needs of individuals with disabilities. To address these issues, an adapted physical activity program is proposed, validated through meta-analysis for its feasibility and effectiveness.

The study incorporates a comprehensive literature review that emphasizes the importance of innovative strategies that cater to the specific needs of students with mild intellectual disabilities.

The research delves into the spectrum of inclusion models, from the integration model to the Inclusion Spectrum model, considering aspects like separate activities, parallel activities, and modified activities to accommodate the needs of individuals with disabilities. It also discusses the bio-psychosocial model of disability and the emphasis on 'inclusion', 'equality', and 'physical literacy' as central to society's sustainable development.

The paper elaborates on legislation in China. Inclusive education in China is underpinned by legislation that has progressively established a framework for compulsory education for disabled children and adolescents. The study outlines the development of policies and regulations that have elevated inclusive education to the national legal level, ensuring the educational rights of people with disabilities and improving the quality of inclusive education.

Conclusions and Suggestions:
Reflecting on the paradigm shift since the Salamanca Statement in 1994, the study suggests that sharing good practices and modernizing teacher training are essential for advancing inclusive sports education. It calls for systemic changes, collaborative efforts, and a societal attitude shift towards inclusion.

Discussion:
The authors propose further qualitative research to explore the nuances of inclusive practices and effective intervention strategies, aiming to uncover models suitable for integration into China's educational system.

Keywords: Inclusive Sports Education, Mild Intellectual Disability, Adapted Physical Activity, Policy Reform, Inclusion Models.