Abstract
Children in the category of people with special needs must, because they have the right, benefit from an educational approach that ensures their develop- ment and recovery, on the one hand, and, on the other hand, social integra- tion or reintegration under non-discriminatory conditions regarding capabili- ties, skills, abilities or personality. The study aims to integrate knowledge, methods, forms and means specific to the field of motion science into activities that are meant to optimize health status, growth and physical development and the possibilities for their recovery and social integration of the children with special needs The study took place in the on a group of 10 students and 26 teachers and physiotherapists. Methods that are part of the category of those specific to the educational field were used, namely: scientific documentation, observa- tion, pedagogical experiment, opinion questionnaire, statistical-mathematical processing, graphic representation. Considering the heterogeneity of the subjects, following the application of the physical exercise program and the tests of evaluation of the motricity, an appreciable progress is observed in 8 of them, which represents 80%; for the remaining 20%, the progress made does not change the status of people with a low level of motor ability, namely speed, strength and endurance.
Highlights
Children with special needs depending on their typology, the cultural environment, the family in which they live, are often faced with the decision to be excluded from theHow to cite this article (APA): P
The research protocol aimed at implementing in the specialized lessons, at the level of the group formed by the 10 student subjects, a program of physical exercises, with the following content: relay races (2) and applicative pathways (2); dynamic theme games - included in four packages, each of which responds to a speci ic purpose; namely sociability (5); inding solutions (3); communicating for success (2); taking responsibility, developing courage, initiative, etc. (2); speci ic exercises aimed at developing motor skills, as well as components of general motor ability
We have applied the questionnaire to a number of 26 physical education and physical therapy teachers working in institutions for pupils with special needs, and school units where there are pupils with special needs integrated by special groups and classes. 70% of respondents surveyed believe that motor perceptual skills and basic motor skills (93.3%) are the most important aspects of the psychomotor dimension required for the recovery and social integration of children with special educational needs
Summary
Children with special needs depending on their typology, the cultural environment, the family in which they live, are often faced with the decision to be excluded from the. Ghidul Comunităţii Şcolare” (2013); Ghergut, et al (2009); Gherguţ (2006); Verza and Specială (1993); Vrăşmaş et al (1998); Vrăşmas (2000) In this context, socio-human sciences (medicine, economics, politics, pedagogy, sociology, etc.) insist with more and more consistency on practising physical exercise as an ef icient, educational prophylactic means, as a means of integration and a speci ic manner of society to ight the effects caused by it Dumitru (1997); Ilinca (2010); Marcu (1995); Pehoiu et al (2004). Applying physical exercise programmes that include, in particular, dynamic games with a theme, relay races and applicative paths will lead to the improvement of interpersonal relationships, group cohesion and the diversi ication of possibilities for social recovery and social integration of children with special needs C. Pehoiu et al (2017)
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