Implementation of the inclusive learning model in the process of physical education of the students with physical disabilities.

Abstract

The article is devoted to solving the problems of realization of the model of inclusive education in the classes on physical education (PE) at the universities. Actually literature analysis has shown that the students who have significant limitations with their medical state face a lack of the quality physical education and they are in social isolation. In our studies, the feasibility of conducting PE lessons for the disabled students in conjunction with the relatively healthy students is justified. Moreover, it was revealed that PE lessons for these students which are based on an individual approach contribute to keeping young people’s health at the appropriate level. In any case during the study period, these students significantly increased their total time of the physical exercises before tiredness (Р<0,01). On average, the lesson time increased by 12±2,8 min. The indicators of pulse dynamics of the students doing their physical exercises with their medical state decreased from an average of 136±8 to 124±8 bpm. The parameters of the minute volume of the blood circulation of these students increased from 9,3±0.7 to 9,8±0.4 liters. Fortunately, the results allow us to conclude that the level of adaptation of the body of the students with disabilities and physical confinement with medical state to PE lessons is increasing. An increase in the social activity of the students with physical disabilities was observed. Besides during the period of research, the number of the students with disabilities and physical confinement with medical state who took an active part in social and sports events increased more than twofold at the university.