Adaptation of students with disabilities to inclusive education environments

Фотографии: 

ˑ: 

Teoriya i praktika fizicheskoy kultury №8 2017, pp.86-88

Dr.Med, Professor L.V. Kapilevich1, 2
Postgraduate Е.V. Medvedeva2
PhD, Associate Professor A.A. Ilyin3
PhD, Associate Professor K.V. Davletyarova2
1National Research Tomsk State University, Tomsk
2National Research Tomsk Plytechnic University, Tomsk
3Tomsk University of Control Systems and Radioelectronics, Tomsk

Objective of the study was to analyse contents of a practical testing system to monitor the adaptation process of students with disabilities in the inclusive professional education environments. A set of mental and physiological condition rating tests were applied in the study to type the adaptation models of students with disabilities in the academic environments, the models being determined by both the individual traits and mindsets and the objective influences of the social environments.
The study data were applied to rate effects of the physical disorders of students with disabilities on their adaptive capability in the inclusive education environments. As was found by the study, influences of the sympathetic and hyper-sympathetic mechanisms of the vegetative nervous system tend to grow by the end of an academic year and cause negative effects on the students with disabilities adaptive capability to the physical and intellectual loads. The negative effects were detected by the growing Мо indices, variation range, tension index, and in the falling Mo amplitude. It should be noted that the physically most inactive group of the students with disabilities was found most vulnerable to the negative effects of the inclusive education environments and the least adaptable to the latter.

Keywords: health disabilities, inclusive education, adaptation, physical activity.

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