Individualization of the Educational Process of Inclusive Physical Education of Students with Disabilities

Abstract

Background. The relevance of the study is due to the objective need to increase the effectiveness of РЕ for students with disabilities during their studies in higher education. The study purpose was: of the article is to identify the effectiveness of the implementation of classes on inclusive physical education for students with disabilities according to the individual program. Materials and methods. The experiment was attended by 30 students of Lviv Polytechnic National University with disabilities (with diseases of the nervous system) during a three-year physical education course, with equal numbers of female and male students participating. To determine the effectiveness of the program of physical education for students with disabilities (with diseases of the nervous system), cardiovascular tests have been used. Results. From the standpoint of the general objectives of the study, the results of the experimental study showed the effectiveness of the individual approach in the choice of correctional and developmental means of inclusive physical education for students with disabilities. After the course, we observe stabilization with a tendency to regression of autonomic disorders, and improvement of peripheral hemodynamics, against the background of reducing the clinical manifestations of diseases of the nervous system in students of the study sample. Conclusions. It is proved that the main reason for the introduction of an individualized approach to inclusive physical education of students with disabilities is the provision that this process should focus on the individual health of each student and the ability to eliminate existing deviations by physical education, and thus achieve the highest results in such activities. Analysis of research and educational practice gives grounds to conclude that such an approach in physical education, namely taking into account the individual characteristics of a contingent of students with disabilities, identifies new prospects for inclusive physical education of students in higher education in general.

Effectiveness of Inclusive Physical Education Classes on the Ability to Perform Rhythmic Activities of Students with Disabilities

“…It was determined that the leading role of PE lies in the prevention of an unsatisfactory state of health of students, as a consequence of adaptation to the process of studying at universities (Koryahin et al, 2019). We support scientific approaches that PE as a powerful means of influencing the body, expands the range of opportunities, especially the motor area students with disabilities, affected by a persistent defect (Bertills et al, 2018b;Blavt et al, 2022). Scientific data on the need to introduce special methods, pedagogical technologies, and differentiated programs into the process of inclusive PE have been expanded (Gorla & Araujo, 2007;Barboza et al, 2019).…”

“…Taking the above into account when forming and implementing the content of inclusive PE for students with disabilities will ensure an increase in its effectiveness in solving both the main and secondary, but also important tasks of improving health (Gorla & Araujo, 2007;Ruscitti et al, 2017). Information about changes in the functional characteristics of students with disabilities or those who exercise is important for PE teachers, as it allows them to adjust the content of this process to achieve the best positive result (Blavt, 2022;Iedynak et al, 2017;Morley et al, 2005).…”

“…At the same time, the main priority of PE with students with special educational needs is the implementation of differentiated PE to individualize the process of PE (Blavt, 2022;Barboza, Ramos, Abreu & Castro, 2019;Iedynak et al, 2017). It is believed (Adilson et al, 2006;Gorla & Araujo, 2007), that the rational construction of the process of PE for ensuring the implementation of health improvement goals, requires systematic pedagogical and medical control over the physical development of students with disabilities, as well as the development of unified programs (Lidor & Hutzler, 2019;Smith, 2004) in the process of individual training, use of effective comprehensive assessment in accordance with the individual and gender characteristics of the body of students with disabilities (Ma, Wang & Wang, 2020).…”

Application of Electronic Means in Endurance Coordination Testing of Students with Disabilities Who are War Veterans

“…The works established (Blavt, 2022;Malekpour, Isfahani, Amiri, Faramarzi, Heidari, & Shahidi, 2012;Stodden, Langendorfer, & Roberton, 2009), that the construction of the physical education process based on the results of permanent control allows to intensify the process of physical training and increase the efficiency of managing this process. In connection with the above, the question of the necessity for each student with a disability an individual trajectory for his physical education, which is implemented in different but defined forms, and contributes to the achievement of a positive result based on the results of objective control, is actualized.…”

“…The work of researchers who analyzed the experience of the development of inclusive physical education in universities is of great importance for our research (Sokurianska, Bataeva, & Bakirov, 2019;Molina, 2015). Based on the study of several international documents, it was established that students with disabilities should not be limited in the process of physical education, but a differentiated approach should be applied to them (Blavt, 2022;Malekpour, Isfahani, Amiri, Faramarzi, Heidari, & Shahidi, 2012).…”