INDIVIDUALIZATION OF MOTOR ACTIVITY OF STUDENTS WITH SPECIAL NEEDS

Abstract

The article examines the theoretical and practical aspects of implementing innovative exercises and technologies in the process of physical education for students with special needs. The main principles of adapting motor activity are identified, taking into account the psychophysical and personal characteristics of participants in inclusive education. A model of an adaptive motor activity program is proposed, based on the principles of accessibility, safety, motivation, and individualization. The importance of using modern technologies to improve the quality of life, physical development, and social integration of students with special educational needs is emphasized.Purpose. To substantiate the feasibility of using innovative technologies and exercises for the individualization of motor activity of students with special needs and to develop a model of an adaptive physical education program.Research objectives:– to analyze modern scientific approaches to organizing motor activity for persons with special needs; – to determine the main principles of selecting innovative exercises and technologies for inclusive groups; – to develop a structural model of an adaptive motor activity program.Methodological basis of the research includes systemic, competence-based, and person-oriented approaches.Materials and methods. The study was conducted at a higher education institution in inclusive groups comprising students with various types of functional limitations (musculoskeletal disorders, sensory impairments, chronic diseases). To achieve the research aim, the following methods were used: theoretical analysis of scientific literature, comparative analysis of traditional and modern innovative technologies in adaptive physical education, expert evaluation to determine the effectiveness of exercises, and modeling to create an adaptive motor activity program for students with special needs.Scientific novelty. The principles of selecting innovative exercises considering the psychophysical characteristics of students were specified. A model of an adaptive motor activity program for inclusive student groups was developed.Conclusions. Innovative exercises and technologies are an effective means of individualizing physical education for students with special needs. Their implementation contributes to the harmonious development of psychophysical qualities, enhances motivation, and fosters a positive emotional state. The developed model of the adaptive motor activity program can be implemented in higher education practice and rehabilitation institutions.