Adaptive physical education: Russian and foreign experience of development

Фотографии: 

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PhD, Associate Professor V.M. Kirilina
PhD, Associate Professor L.M. Kielevyaynen
PhD, Associate Professor N.V. Kolesnikova
N.I. Balchyunene
Petrozavodsk State University, Petrozavodsk, Karelia
International Centre, Imatra, Finland

 

Keywords: adaptive physical education, education system, foreign experience, public policy.

Development of adaptive physical education in Russia started in 1990s when Theory and Methods of Adaptive Physical Education Chair was founded at P. Legaft St. Petersburg State University of Physical Education. The direction of adaptive physical education has been developing rapidly and huge contribution to the scientific, methodological and educational space was made [4]. However, there are many unresolved issues in the sphere of adaptive physical education curricula implementation as well as integration of people with impairments to the natural social environment. It is limited by the fact that today the role of adaptive physical education experts in the comprehensive rehabilitation of people with impairments is underestimated and, what is the most important in our opinion, the rehabilitation potential in the holistic approach to life quality is undervalued. Obviously, this is due to the fact that people with health limitations and disabilities are conceptually assigned to the medical model, which views disability as a human quality acquired as a result of illness which requires medical intervention for problem correction. The social model in Russia is practically not considered, it requires more political interference to solve the problem caused by the environment which is not adapted to such conditions. This in turn brings down the status and importance of adaptive physical education experts and reduces the number of potential students of the Adaptive Physical Education course. Often an applicant does not understand what competences he or she will acquire with a diploma of 49.03.02 Physical Education for Disabled People (Adaptive Physical Education). This must be due to the poor media coverage of the issue, inadequate attention from social workers, lack of a unified approach to assimilation of disabled people, and degree of responsibility of adaptive physical education experts and their competences in such areas as physical education, medicine, special (correctional) pedagogics. Undoubtedly, levels of limitation of capabilities and nosological groups should be taken into account. People with disabilities are eager to assimilate into society and must not be treated as some marginal persons.

Analyzing international experience, namely the experience of Sweden and Finland, one should understand that all actions within the framework of the Swedish disability policy for 2011-2016 are geared to reach the goal of improvement of the quality of life of people with impairments [3]. Those children who are not able to attend regular schools (because of severe visual, hearing, speech defects and mental retardation) study at special national and regional schools. At special schools children study for ten years, and the curriculum is valid for the entire school system, including special schools. However, there are some special conditions, different from regular schools, for example for children with complete or partial hearing loss, namely in Swedish and English language disciplines. In other words, graduates must know two languages, understand sign language, read in Swedish and be able to express their ideas with the help of sign language and writing in Swedish. In this case, it is a great responsibility of school [8.9]. Besides, in Finland and Sweden children with impairments have the right to study at regular secondary schools, thanks to the teacher training system. All teachers of regular secondary schools are competent to work with people with impairments. Besides, physical education experts are competent in the field of medical control of young people. The main task is to use physical education as a tool to prepare young people with impairments for adulthood, meaning their social adaptation (self-service, employment, sports occupations, travels, etc.). Therefore, young people are highly motivated to active lifestyle in adulthood.

Equal opportunities for disabled people in the field of physical education have been vividly discussed in Finland since 1960s, the range of sports activities for those with impairments has expanded, several seminars on adaptive physical education have been organized. University education in the field of adaptive physical education is being actively developed along with the municipal health and fitness system. Since 1980s, the international movement, which concerns rehabilitation, recreational and sports activities for disabled people, has been rapidly developed. The professional instructors' association in Finland and Sweden provides information, training, planning of joint activities with schools and social welfare and health care institutions, and financial planning of all adaptive-physical-education-related events. According to A. Saari, people with impairments are engaged in at least 38 sports organizations in Finland [9]. Actions geared to engage club members in special physical education and sport for people with impairments are among the highlights in the sport federations strategies. Moreover, the participation of people with impairments and their positive feedback provide confidence and good status for any sport federation. Governmental programs in Finland and Sweden are aimed at reconstruction and construction of new sports facilities for people with impairments [2,6,7]. Sports organizations for disabled people can assist in planning Adaptive Physical Education curricula for higher and additional education establishments and have their representatives involved in the teaching process. We believe, success in the development of adaptive physical education and sport in Finland and Sweden should be credited to all organizations responsible for the implementation of the Adaptive Physical Education curricula [2,6,7].

Today in Russia, same as in Finland and Sweden, the civil society strives to establish the education system requirements in compliance with the United Nations Convention on the Rights of the Child. In order to reach the political objectives of the Convention it is legislatively defined that disabled children must be guaranteed equal opportunities for education and community inclusion. The Education Act establishes the rights of disabled children. The Physical Education and Sports Development Strategy in the Russian Federation for the period up to 2020, approved by the Federal Government, highlights the main goals of development of physical education and sports, including those concerning the disabled. The Concept of long-term socio-economic development of Russia until 2020 defines the role of physical education and sport in the human potential development in Russia. Life changes, and these changes are institutionalized by the laws. Therefore, the law works only in the case when it fixes our inner evolution. The United Nations Standard Rules for the Equalization of Opportunities of Persons with Disabilities adopted in 1993 operate in Russia too [1]. In 1999 on the initiative of Russian public organizations for people with disabilities the All-Russian Union of Public organizations for Disabled People «The Russian Union of Disabled People» was registered the Ministry of Justice of the Russian Federation. Since 2011, Russia launched the program to create an accessible environment for people with disabilities and limited mobility. This seems to be a major breakthrough in providing equal opportunities for the citizens of Russia. Talking about special courses, one should note a significant increase in the number of postsecondary students majoring in Adaptive Physical Education. In 2012 the number of 1-year students has increased up to 176.1 % in comparison with 2006. During the same period, the number of applicants to the Adaptive Physical Education degree course in higher education institutions has decreased to 91.8% in comparison with 2006. For the period from 2006 to 2012 the number of students at higher education institutions majoring in Adaptive Physical Education has increased by 9.6%, along with a 78 % increase in the number of postsecondary students of the same course. Dozens of adaptive physical education departments were opened at the premises of physical culture academies and institutes and medical and pedagogical universities in different regions of Russia, which was a part of the national policy and the needs of society for the national health promotion [5]. Future expert in the field of adaptive physical education should know his/her professional field and see the prospects for further development of social practices, give new content, meaning and emotions to the lives of people he/she interacts with. However, to succeed in the field of adaptive physical education at the state level it is necessary to analyze the basic needs, motivations, interests, values and personality traits of people with disabilities and limited mobility. We believe, such an analysis is required to create forms, means and methods of adaptive physical education and elaborate a conceptual approach to improvement of life of disabled people.

References

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Corresponding author: kirilina@petrsu.ru

Abstract

The paper briefly describes adaptive physical education development issues in Russia, Finland and Sweden, historical and modern approaches of adaptive physical education and sports formation, changes in the legislative framework in modern conditions, accessibility of education and physical training for the disabled. Freedom level of disabled people is analyzed. Key problems and solutions are identified. The authors conclude that to succeed in the field of adaptive physical education at the state level it is necessary to analyze the basic needs, motivations, interests, values and personality traits of people with disabilities and limited mobility. In authors’ opinion, such an analysis is required to create forms, means and methods of adaptive physical education and elaborate a conceptual approach to improvement of life of disabled people.