Дидактичне забезпечення фізичного виховання школярів у гетерогенних групах в умовах інклюзивної освіти

Abstract

У статті аналізуються позиції науковців з проблеми включення школярів з інвалідністю у процес фізичного виховання дітей загальноосвітніх навчальних закладів. Пропонується перелік методичних прийомів організації рівноправної ігрової діяльності школярів у гетерогенних групах в умовах інклюзивної освіти.

В статье анализируются позиции ученых по проблеме включения школьников с инвалидностью в процесс физического воспитания детей общеобразовательных учебных заведений. Предлагается перечень методических приемов организации равноправной игровой деятельности школьников в гетерогенных группах в условиях инклюзивного образования.

Different positions of scientists concerning organization of physical education in inclusive classes are considered in this article. Certain number of specialists who refer to the problem of physical education in the context of inclusive education raise their doubts about the effective resolution of the problems of physical education of children with disabilities and their healthy peers on the common physical education lessons and believe that different pupil opportunities are an insurmountable obstacle to the their physical improvement. Most authors believe that the didactic filling of physical education of pupils with disabilities should be determined by the adapted educational program regarding to the inclusive conditions. Regarding to proposed recommendations, they offer to use recreational facilities, correction and pedagogical direction, implementation of which will take place in homogeneous groups. Such approaches will cancel benefits of inclusive education, since only the group activities of healthy children and their friends with limited educational abilities are the basis of social adaptation, self-confidence development, accelerated development of ineligible pupils. There are some of advantages for healthy children: it trains tolerance, empathy, willingness to help the neighbor . Physical education of students in inclusive education is better to organize in heterochromatic groups. Including pupils with disabilities to the physical education of healthy children contributes to the effective solution of the tasks of inclusive education by means of physical exercises. The lack of adapted physical education programs for inclusive education isn’t a problem for the creative teacher during providing didactic physical education for schoolchildren in inclusive education. So, for the organization of equal group game activity, it is advisable to use the following methodical techniques: the introduction of special (additional) rules, the definition of special functions, the alternative setting of tasks, the division of the playing field into zones, confrontation, interaction, identification, handicap, inventory adaptation, posting.