PhD, Associate Professor T.M. Pankratovich
PhD, Associate Professor E.M. Golikova
PhD, Associate Professor P.P. Tissen
Orenburg State Pedagogical University, Orenburg

Keywords: health-impaired students, social personality development, education concept, adaptive physical education.

Background. Socialising processes of health-impaired students (HIS) should be designed on a multisided basis to ensure every physical, mental and social aspect being duly addressed. Multiple factors of the academic environments may be both of encouraging and detrimental effects on the HIS socialising process [2, 7]. Health disorders and their implications may trigger a variety of mental conditions associated with the relevant adaptation problems and, hence, the HIS need attention and help in their efforts to cope with the disease, step up their adaptive capability and bodily rehabilitation capacities [13]. To facilitate their progress in academic environments, the current national education system is to be revised and improved with due contribution from the modern innovative health improvement technologies viewed as one of the key components of the education system efficiency [11]. These innovations may be highly beneficial in application to health-impaired students [9, 10]. The HIS adaptive capability tends to decrease when the education process is ineffectively designed and managed – particularly when it is poorly customised to the individual mental and physical development specifics and needs for such mismanagement may increase the relevant socialisation risks, be detrimental for the students’ somatic and functional health conditions and largely discouraging for their natural drive for a healthy lifestyle [1, 3, 8, 12]. It should be noted that every adaptive physical education initiative need to be customised to the individual physical and mental conditions of the students [4].

Furthermore, adaptive physical education is to offer a prudently designed physical training system with due efforts and elements geared to mobilise the natural health protection and remaining analyser functions, benefit from the natural environmental factors, and employ the emotional resources and spiritual powers of every student to mobilise the individual personality resources for fully-fledged life, studies, self-development and reflexion [5].

Objective of the study was to provide theoretical grounds for a health-impaired students’ socialising education concept based on the individual education trajectories.

Methods and structure of the study. The study was performed in the period of 2009 to 2016 and involved 2438 students aged 16 to 22 years. The health-impaired students randomly sampled for the study were split up into groups, and every group was further subdivided into the health-disorder-specific subgroups with account of the main disease, secondary pathologies and associating health disorders.

Educational initiatives under the study were intended to design, improve and implement the health-impaired students’ socialising education concept that was practically implemented at the following stages:

– Primary (test and adaptation) stage taking 1 year. The stage included a set of socialising and educational initiatives geared to prevent, mitigate and neutralise the reasons for negative deviations in the HIS adaptation to the new academic professional-development environments. Education process at this stage included 45-minute sessions run twice per week at a slow to moderate pace;

– Principal (corrective and development) stage taking 2 years. The stage included a set of educational initiatives geared to correct the past (school-age) mental and physiological deviations of negative effect on the young personality socialising process and thereby facilitate the HIS socialisation to an acceptable level. Education process at this stage included 80-minute sessions run two-three times a week at a slow to moderate pace; plus group sport practices in the relevant individually accessible sport disciplines; and

– Final (repeat and stabilising) stage taking 1 year. The stage included a set of educational initiatives under control of an interdisciplinary team of educators geared to prevent, mitigate and neutralise the factors of potentially negative impact on the young health-impaired personality socialising process. Education process at this stage included 90-minute sessions run two-three times a week at moderate to fast pace; plus group sport practices of 3rd-4^th year students in the relevant individually accessible sport disciplines.

The individual education trajectories were designed with due consideration for the mental and physical development levels and needs of each student based on the relevant process design model to offer duly customised education trajectories with the relevant sets of educational conditions plus special forms and tools of the academic adaptive physical culture.

Study results and discussion. In the health-impaired students’ socialising education concept design process, we were governed by the relevant socialising, general practical and special education principles to work out the following sets of requirements to the educational process:

– Give due knowledge of own physical resource to the students with the relevant values-specific focuses and motivations to foster a conscientious and habitual demand for physical activity;

– Shape up active interest of the HIS in the academic health-improvement and sporting activity;

– Train the relevant academic staff to give them due integrated knowledge of the theoretical and practical tools and basic practical experience to ensure physical, mental and personality progress of the health-impaired students in the academic process;

– Facilitate good progress in building the interpersonal relationship between the students and educators;

– Design the individual education trajectories viewed as a key training tool in application to the health-impaired students; and

– Offer duly structured and customised educational materials to facilitate progress under the individual education trajectories.

Conclusion. Health-impaired student’s socialising process is to be designed based on purposeful, long-term and prudently designed procedures of educational interactions of the academic staff with the health-impaired students geared to prevent and mitigate socialising process deviations and secure good personality progress to build up a socially well-developed individual. The health-impaired students’ socialising education concept based on the individual education trajectories offered herein was proved beneficial for the students’ social adaptation, socialising and culturing processes.

References

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Corresponding author: gks-07@mail.ru

Abstract

Objective of the study was to provide theoretical grounds for a health-impaired students’ socialising education concept based on the individual education trajectories. In the frame of education concept design process, the authors assumed that the persistent and phased physical education and health improvement work to secure the health-impaired students' due socialising process is to be designed on a phased and long-term basis. The students’ individual education trajectories were designed with due consideration for the individual mental and physical development specifics, and the authors were basically driven by the relevant institutional design model and individual education trajectory building technology applicable within the frame of the relevant educational process conditions and the adaptive physical culture forms and tools. Practical implementation of the health-impaired students’ socialising education concept based on the individual education trajectories showed benefits of the model as verified by the successful social adaptation and cultural inclusion of the health-impaired students.