POSITIVE SOCIALISATION OF CHILDREN WITH SPECIAL NEEDS AT THE STAGE OF PRIMARY AND BASIC GENERAL SECONDARY EDUCATION THROUGH PHYSICAL CULTURE

Abstract

The issue of socialization of children with special educational needs (SEN) in the context of inclusive education is one of the most strategically important and humanistically significant challenges of modern education. Ukraine, actively integrating into the European educational space, is increasingly aware of the need to create conditions for the full development and integration of each child, regardless of their individual characteristics. At the stage of primary and basic general secondary education, when basic knowledge, skills and value orientations are formed and the foundation of future adulthood and independence is laid. In this process, one of the most powerful, but often underestimated, tools is physical culture. The purpose of the study is the theoretical justification and practical proof of the comparative effectiveness of using physical culture tools for the positive socialization of children with SEN at the stage of primary and basic general secondary education. Analysis of scientific sources, pedagogical practices and observation of students' educational activities. Physical education classes contribute to the formation of communication skills, empathy, tolerance and acceptance of individual differences. Team games and sports exercises create conditions for cooperation, responsibility and mutual support. Physical education classes allow to overcome these barriers in a natural way. In a joint game or team relay, children learn to cooperate, negotiate, help each other, take responsibility for a common result. It is fundamentally important that physical education teachers already at the stage of university training acquire the appropriate professional competence in individualization and differentiation of the educational process, adapting physical exercises and rules of games for physical activity and learning through movement to the capabilities and needs of each child. This requires teachers to have in-depth knowledge in the field of special psychology, pedagogy, as well as constant improvement of professional competencies. The use of auxiliary equipment, modification of rules, visual prompts, simplified tasks - all this allows integrating children with different nosologies into a single educational process. In addition to the development of communication skills, physical education contributes to the development of the emotional-volitional sphere. Achieving success in physical exercises, overcoming difficulties, the ability to lose with dignity and rejoice in victories - all these are important lessons that form the stability of character, perseverance and self-control. Physical activity also helps to reduce stress levels, improve mood and general psycho-emotional state, which is especially important for children with SEN, who may be prone to increased anxiety or depressive states. Positive socialization of children with SEN by means of physical education requires a comprehensive and interdisciplinary approach. This involves close cooperation of physical education teachers with psychologists, defectologists, speech therapists, doctors and, most importantly, with parents. Sharing information about the child's individual characteristics, joint planning and implementation of programs aimed at developing social competencies, provide a synergistic effect and positive socialization.