Проблеми організації уроків фізичної культури в інклюзивному класі
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Дата
2018
Автори
Назва журналу
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Нова освітня політика в Україні призвела до щорічного стрімкого збільшення кількості класів із інклюзивною формою навчання і до загострення проблеми підготовки та перепідготовки вчителів для роботи в інклюзивних класах. Проведене дослідження показало, що в інклюзивних класах учитель фізичної культури повинен у першу чергу вирішити проблеми організації навчального процесу й техніки безпеки на уроках зі здоровими дітьми та дітьми з інвалідністю різної нозології. Аналіз результатів нашого дослідження дозволив нам визначити зміст курсу підвищення кваліфікації вчителів фізичної культури, що забезпечить їм можливість правильної організації процесу фізичного виховання в інклюзивних класах.
In the new Law of Ukraine "On Education", special education institutions are excluded from the education system. The school creates conditions for teaching children with special educational needs in secondary schools in inclusive classes. The rapid increase in the number of classes with an inclusive form of study leads to an aggravation of the problem of training and retraining of teachers of physical culture for work in inclusive classes. We have studied the state of preparedness for the introduction of an inclusive form of education into the practice of teaching discipline "physical culture" in schools of the Odessa region. It has been established that the teacher directly encounters the following main problems during physical education lessons: 1) organization of the educational process, which would allow to meet the educational needs of each student in the team as much as possible; 2) presentation of different contents of the program material in one lesson for different children (healthy and with special educational needs); 3) should be developed rules for inclusive classes for the safe organization of joint activities of healthy children and disabled children at physical education lessons. An analysis of the results of our study allowed us to determine that a course for teachers working in inclusive classes must necessarily contain theoretical and practical sections. The theoretical section should include: questions on the general characteristics of children with special educational needs of different nosological groups; peculiarities of organization of the process of physical education with children of school age, depending on the existing shortcomings of psychophysical development; the possibility of using special equipment and devices in the process of physical education of children with special educational needs; safety issues in physical education lessons in inclusive classes; review of physical education programs for special schools. The practical part of the program should be aimed at developing practical skills of working in inclusive classes. Further research should focus on developing the full content of professional training courses for physical education teachers who work in inclusive classes.
In the new Law of Ukraine "On Education", special education institutions are excluded from the education system. The school creates conditions for teaching children with special educational needs in secondary schools in inclusive classes. The rapid increase in the number of classes with an inclusive form of study leads to an aggravation of the problem of training and retraining of teachers of physical culture for work in inclusive classes. We have studied the state of preparedness for the introduction of an inclusive form of education into the practice of teaching discipline "physical culture" in schools of the Odessa region. It has been established that the teacher directly encounters the following main problems during physical education lessons: 1) organization of the educational process, which would allow to meet the educational needs of each student in the team as much as possible; 2) presentation of different contents of the program material in one lesson for different children (healthy and with special educational needs); 3) should be developed rules for inclusive classes for the safe organization of joint activities of healthy children and disabled children at physical education lessons. An analysis of the results of our study allowed us to determine that a course for teachers working in inclusive classes must necessarily contain theoretical and practical sections. The theoretical section should include: questions on the general characteristics of children with special educational needs of different nosological groups; peculiarities of organization of the process of physical education with children of school age, depending on the existing shortcomings of psychophysical development; the possibility of using special equipment and devices in the process of physical education of children with special educational needs; safety issues in physical education lessons in inclusive classes; review of physical education programs for special schools. The practical part of the program should be aimed at developing practical skills of working in inclusive classes. Further research should focus on developing the full content of professional training courses for physical education teachers who work in inclusive classes.
Опис
Ключові слова
інклюзивна освіта, фізичне виховання, проблеми підготовки вчителів, inclusive education, physical education, problems of teacher training
Бібліографічний опис
Форостян, О. Проблеми організації уроків фізичної культури в інклюзивному класі [Текст] / О. Форостян // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ імені А. С. Макаренка, 2018. – № 8 (82). – С. 256–265.