Рухова активність дітей з особливими освітніми потребами у процесі змішаного навчання: стан та тенденції

Abstract

Ensuring the proper level of motor activity in conditions of mixed education of children with special educational problems has become especially relevant in terms of their health care. The purpose of the article is to identify the advantages and disadvantages of mixed learning in ensuring the appropriate level of motor activity for children with special educational problems. Material and methods. At the theoretical level, general scientific methods were used: theoretical analysis, systematization, comparison of different views on the investigated problem, generalization of data from scientific and methodological, and special literature. At the empirical level, the method of a descriptive inclusive survey implemented in an online format was used. The results. It was found that before the introduction of the quarantine, the level of motor activity of children with special educational problems, which reached 90 % of the norm, was ensured during classes by inclusive physical education. During the quarantine, a significant deterioration in the motor activity of children with special educational problems was investigated. At this stage, an increase in the level of motor activity in extracurricular time has been established based on the recommendations received in classes on inclusive physical education in the conditions of mixed education, which was introduced in connection with martial law. These results are conclusions from the answers of 87.7 % of respondents, who at the same time noted that the level of daily physical activity did not decrease in the conditions of mixed training (100 % of respondents). 89.2 % of respondents noticed an improvement in general well-being based on increased forms of motor activity. Conclusions. The advantages and disadvantages of the organization of mixed education in ensuring the appropriate level of motor activity of children with special educational problems are revealed. Among the advantages, the following are highlighted: providing effective feedback, promoting the implementation of a differentiated individual approach, the ability to motivate to carry out independent motor activity, a positive effect on the emotional sphere, and expanding the opportunities for children with special educational problems to receive information. As for the shortcomings, the most important are the shortcomings of a technical nature, Internet failures, and the low level of methodical materials that would contribute to increasing the share of independent motor activity of children with special educational problems, lack of communication and interaction with classmates.