Effectiveness of Inclusive Physical Education Classes on the Ability to Perform Rhythmic Activities of Students with Disabilities

Abstract

The purpose of the study was to reveal the effectiveness of inclusive physical education classes on the ability to perform rhythmic activities and the state of health of students with disabilities in the process of implementing a differentiated physical education program.  Materials and methods. The experiment was attended by 30 students with disabilities. To determine the effectiveness of the differentiated program of physical education for students with disabilities, pedagogical testing has been used.  Results. According to the results of the experiment, it was established that the use of the developed differentiated program of physical education for students with disabilities made it possible to improve the level of ability to perform rhythmic activities during the period of the experiment. It was established that the implementation of the content of the test control provided by the differentiated program during the physical education of students with disabilities provides a positive effect (at the level of p<0.05) in solving the tasks, as evidenced by the test results. In conclusion, the average values with which the level of physical education correlates with health, of which corresponded to the “low” level, passed into the range of values that correspond to “below average” (72.4%), in others, indicators of physical health showed a tendency to improve. Conclusions. It was determined that a special role in the context of solving the issue of inclusive education in institutions of higher education is assigned to physical education, which is aimed at eliminating existing negative trends in the physical development and health of students with disabilities. The analysis of the final data at the end of the experiment testifies to the benefit of the implemented development of pedagogical actions, which proves the need for the introduction of innovations, and fundamentally new approaches to the formation of programs of inclusive physical education based on a differentiated approach.