Critical analysis of physical education models for children with hearing impairments

Abstract

The period 2015–2025 was a time of radical transformations in the system of physical education of children with hearing impairments in Ukraine, caused by a change in educational paradigms and the influence of crisis exogenous factors (pandemic, martial law). The purpose of the study is to conduct a comparative and historical analysis of the effectiveness of traditional (adaptive), distance and inclusive models of organizing the educational process. Methods of research: theoretical analysis and generalization of literary sources, comparative and historical method, hermeneutic analysis of the regulatory and legal framework, case studies. Results of research. It was established that the traditional model, which is implemented in special schools and is based on the medical-correctional paradigm, provides a high level of physical rehabilitation, but leads to social isolation and infantilization of graduates. It was determined that the distance model is the least effective for children with sensory impairments due to the impossibility of tactile control of movement techniques and the loss of direct communication. It was proven that the implementation of the inclusive model is often formal in nature: acoustic problems of gyms and the lack of sign language skills among teachers create barriers to full integration, turning the student into a passive observer. Conclusions. The presence of a systemic contradiction was noted: none of the analyzed models in its pure form solves the dual task of combining high-quality correction of physical development with successful socialization, which actualizes the need to search for new strategies.