ORGANIZATIONAL AND METHODOLOGICAL PRINCIPLES OF EFFECTIVE USE OF PHYSICAL EDUCATION IN WORKING WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The issue of effective use of physical culture in working with children with special educational needs (SEN) is one of the key areas of modern pedagogy, which combines humanistic values and practical tasks of inclusive education. Ukraine, integrating into the European educational space, is increasingly aware of the need to create pedagogical conditions that ensure the full development, socialization and integration of each child, regardless of their individual characteristics. At the stage of primary and basic general secondary education, physical culture is not only a means of physical development, but also a powerful tool for the formation of social competencies, emotional stability and communication skills. The purpose of the study is to theoretically substantiate and practically prove the effectiveness of pedagogical conditions for using physical culture in working with children with special educational needs. Methods – analysis of scientific sources, generalization of pedagogical experience, observation of students’ educational activities, comparative analysis of experimental work results. It was established that compliance with certain pedagogical conditions (formation of inclusive motivation, mastery of theoretical and methodological principles, adaptation of programs and tasks, creation of a positive emotional environment, training of personnel and use of material and technical base) contributes to increasing the level of motor activity of children with SEN, development of their communication skills, formation of self-confidence and reduction of anxiety level. Team games and adapted exercises create conditions for cooperation, mutual support and responsibility, which ensures positive socialization of students. An important factor is the professional readiness of physical education teachers to individualize and differentiate the educational process, which requires deep knowledge in the field of special pedagogy and psychology. Effective use of physical education in working with children with special educational needs requires a comprehensive and interdisciplinary approach, which involves the cooperation of teachers with psychologists, defectologists, speech therapists, doctors and parents. Such interaction provides a synergistic effect, contributes to the formation of social and behavioral competencies and creates conditions for the harmonious development and integration of children into the educational environment.