Inclusive physical education process model in general educational organization

PhD, Associate Professor V.V. Andreev1
PhD, Associate Professor L.A. Parfenova2
PhD, Associate Professor A.V. Fominykh1
Dr. Hab., Associate Professor I.E. Konovalov2
PhD, Professor Yu.V. Boltikov2
1Katanov State University of Khakassia, Abakan
2Volga region State Academy of Physical Culture, Sports and Tourism, Kazan

Keywords: disabled children and those with health limitations, inclusive educational service model, physical education, physical rehabilitation, cerebral palsy diagnosed children, therapeutic physical training service.

Background. National inclusive education service system for disabled children with special education needs offers a variety of innovative models and tools, with a special priority to those for the school physical education service to ensure the children’s progress in the school education, physical, mental and socio-cultural developmental aspects [3, 4].

The standard school physical education curriculum fails to fully satisfy the physical and mental progress and corrective needs of disabled children and those with health limitations and under their physical rehabilitation agenda. Many newly developed inclusive physical education models and tools are also not perfect enough to guarantee successful rehabilitation of the disabled children and those with health limitations [2].

Presently the inclusive physical education service is ranked among the top priority strategic policies to ensure personality progress of the school population. Knowing the modern school physical education research trends and projects, we have good reasons to believe that new reasonably designed physical education models and tools with facilitate transition from the traditional indiscriminate physical education service to modern inclusive individualized physical education service models [1].

Objective of the study was to develop and test benefits of a new inclusive physical education model for a general education school.

Methods and structure of the study. The new inclusive physical education model testing experiment was run at Secondary School No. 50 in Abaza city in the Republic of Khakassia and timed to the Federal Contest “The Best Inclusive School of Russia”. As a result, the model piloting school reached the final and joined the Association of Inclusive Schools of Russia. We sampled for the model testing experiment the disabled children and those with health limitations of 5 nosological groups.

Results and discussion. The new inclusive physical education service model is rather dynamic i.e. customizable to the specific adaptation needs of every general education school population group and includes the following components: (1) Motivations, determinations and real opportunities for the disabled children and those with health limitations and families for joining the inclusive physical education service; (2) Multilevel structure of the inclusive physical education service for disabled children and those with health limitations of every education and development level; and (3) Special integrated support service to the inclusive physical education service providing teachers.

It should be emphasized that the new inclusive physical education model offers the disabled children and those with health limitations both the standard physical education classes with their healthy peers and individualized physical education service components implementable at every general education school. We believe that the new inclusive physical education service model needs to be given a high priority as it may be highly beneficial for the inclusive individualized learning systems. The inclusive physical education service model offers a wide range of tools for effective learning, correction and compensation of deviations and motor disorders; facilitate the physical rehabilitation by special therapeutic physical training service; alternative educational components; and comprehensive individualized support elements for every student. The new inclusive physical education model includes the following three basic versions (see Figure 1).

Version 1: for the disabled children and those with mental retardations and severe verbal disorders. They are offered weekly physical education service (3-hour physical education classes and 6-hour group trainings) designed on a standard basis with individualized physical workload control options and special methods and tools sensitive to the actual individual physical and mental conditions. Disabled children including the cerebral palsy diagnosed ones with minor intellectual retardations qualify for the individualized therapeutic physical training service (3 hours a week) sensitive to the individual cerebral palsy diagnosis.     

Figure 1.  New inclusive physical education model for the disabled children and those with health limitations

Inclusive physical education classes

Special corrective classes

Individual service for disabled

Physical education classes

Adaptive physical education classes

Therapeutic physical training classes

Group trainings

Rhythmic gymnastics

Health swimming

 

 

Hippotherapeutic (horse riding) sessions

Version 2: for the children qualified for the special classes. They are offered weekly inclusive physical education service in the following options: (1) adaptive physical education lessons: 3 hours; (2) therapeutic physical training sessions: 1 hour; (3) Rhythmic gymnastics classes to improve the movement coordination qualities: 1 hour; (4) group trainings: 6 hours. Disabled children qualified for the same classes (cerebral palsy diagnosed and others with minor mental retardations) are offered physical rehabilitation programs with individualized therapeutic physical training service sensitive to the cerebral palsy diagnoses (3 hours a week).

Version 3: for the disabled children non-qualified for the local special education establishments for either reason. They are trained on an individual basis, with the weekly physical education service dominated by therapeutic physical training sessions (3 hours a week); plus their families are offered practical recommendations for the home physical training programs.

Conclusion. The new inclusive physical education service model was tested beneficial as it offers an integrated physical/ mental/ social disorders correction toolkit with effective inclusion of the disabled children and those with health limitations in the standard school physical education process. The new inclusive physical education service model was tested with multiple benefits for the motor and emotional progress as it offers customizable learning methods and tools of controllable positive effects on the intellectual and spiritual progress.

References

  1. Andreev V.V. Comprehensive correction of motor disorders in primary school children with cerebral palsy at secondary school. Adaptivnaya fizicheskaya kultura.2016. no, 2. pp. 31-33.
  2. Konovalov I.E., Osenkova D.I. Features of training people with disabilities for studies at higher educational institution. Teoriya i praktika obshchestvennogo razvitiya. 2015. no. 13. pp. 14-17.
  3. Parfenova L.A., Konovalov I.E., Makarova E.V. Inclusive-adaptive types of motor activity for psychophysical improvement of young people with disabilities. Problemy sovremennogo pedagogicheskogo obrazovaniya. 2016.  № 52-6. pp.  181-187.
  4. Nazarenko L.D., Timoshina I.N., Parfenova L.A. Intersubject approach in physical education of schoolchildren with health deviations. Fizicheskaya kultura: vospitanie, obrazovanie, trenirovka, 2013, no. 1, pp. 53-59.

Corresponding author: andreev2010-62@mail.ru

Abstract

Objective of the study was to develop and test benefits of a new inclusive physical education model for a general education school.

Methods and structure of the study. The new inclusive physical education model testing experiment was run at Secondary School No. 50 in Abaza city in the Republic of Khakassia and timed to the Federal Contest “The Best Inclusive School of Russia”. As a result, the model piloting school reached the final and joined the Association of Inclusive Schools of Russia. We sampled for the model testing experiment the disabled children and those with health limitations of 5 nosological groups.

Results and conclusions. The results of testing of the experimental inclusive physical education model indicated the effectiveness of the applied forms, which contain the following directions: physical education in inclusive classes; adaptive physical education in special (correctional) classes; physical rehabilitation of disabled children by means of adaptive physical education; adaptive recreation (hippotherapy, recreational swimming, short-distance tourism). The model represents an organized system of inclusive education aimed to ensure the basic learning process, correction, compensation for deviations and motor impairments, the development of various forms of alternative education, comprehensive support for all students. At the end of the experiment, we got an indicator of self-development competence: when a student is able to determine the directions of own physical, personal and social development. We also found an indicator of life competence in the form of increased number of social contacts.

The innovative model of inclusive physical education is a specific feature of this discipline, aimed at the physical sphere and socio-psychological aspects of man’s development.