THE GAME PRACTICE OF THE NSI AS A WAY OF CORRECTING THE PHYSICAL ACTIVITY OF INCLUSIVE YOUTH OF THE TRANS-BAIKAL TERRITORY
Abstract
Higher inclusive education requires the use of a variety of strategies, forms and methods to ensure an accessible and comfortable educational environment, taking into account the equal cooperation of all students, including persons with special educational needs (OOP).
For students with OOP, the structure of adaptive physical education classes is important, both from the point of view of physical and psychosocial adaptation. Accordingly, depending on the type of disability and the degree of its severity, various adapted forms of classes are needed. The inclusiveness of classes depends entirely on the professionalism of the teacher, who offers his entire set of skills and opportunities for communication and structured learning. It is necessary to provide for the inclusion in the educational process of innovative methods of conducting practical AFC classes that meet modern requirements and conditions, the availability of professional competencies of teachers in the field of inclusive education, as well as improving the organization of extracurricular sports and mass work. The technologies of inclusive physical education, active leisure, using adaptive table and floor sports games (NSI) used at ZabSU, in accordance with the competencies being formed, have already been well tested and are oriented to the individual needs and capabilities of students with OOP. NSI classes allow these students to improve their physical qualities, mobility, communication capabilities, the implementation of their plans in the development and improvement of personal potential and the achievement of certain results. Thus, students with disabilities of ZabSU are champions and prize-winners of the Trans-Baikal Territory in the games jaccolo, matryoshka and kulbutto. Thus, the improvement of approaches to optimizing AFC classes and inclusion in sports events, based on the assessment and analysis of motivational aspects of their involvement in the gaming practice of the NSI, is achievable with the integration of new opportunities, the development of proposed forms of activities in the structure of adaptive classes, accessible sports infrastructure, individual approach to students, as well as the availability of professional competencies. teachers in the field of inclusive education.
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References
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