INCLUSIVELY ORIENTED ACTIVITY OF A PHYSICAL EDUCATION TEACHER AS A FACTOR OF SOCIO-CULTURAL ADAPTATION OF CHILDREN WITH SEN

Abstract

In the structure of a teacher’s professional readiness to work with children with special needs in an inclusive educational environment, particular attention should be paid to such components as the teacher’s inclusive culture (understanding and acceptance of the philosophy of inclusive education), motivation for professional activity, and knowledge of psychological and pedagogical patterns as well as the specifics of age-related and personal development. In view of the crisis conditions in which society currently exists, the need to focus on issues of physical fitness and psychological resilience of students is becoming increasingly relevant, which is especially important for children with special educational needs (SEN). The organization of the educational process, an important component of which is physical education, is predominantly carried out by teachers with traditional pedagogical training; however, working with children with SEN requires special training. This determines the particular relevance of orienting physical education teachers toward inclusive-oriented activities, which are a necessary condition of modern education.

To substantiate the role of inclusive-oriented activities of a physical education teacher in the process of sociocultural adaptation of children with special educational needs.

Analysis of specialized methodological and professional literature on the research topic.

Modeling the system of professional training of physical education specialists for work in the field of inclusive education is a purposeful, structured, and multistage process. The result of such training is the acquisition of special competencies by future physical education teachers, which form their readiness to ensure the educational process in an inclusive environment with children with SEN.

Timely identification of problems and difficulties in organizing physical education classes in inclusive education conditions makes it possible to eliminate a number of barriers that hinder the adaptation of the physical education environment to the capabilities of students with special educational needs. Analysis of the obtained data will contribute to establishing priorities in the development of methods and technologies for conducting physical education classes in inclusive education using humanitarian technologies. At the same time, the effectiveness and success of such classes are possible only under specially organized conditions.