Training of physical education teachers for work in inclusive education settings

Abstract

The article notes that the reform of education in Ukraine, particularly the implementation of the New Ukrainian School (NUS) concept, imposes new requirements on the training of physical education teachers. One of the key aspects is ensuring equal access to quality education for all children, regardless of their physical, intellectual, or social characteristics. In this context, the article highlights the peculiarities of preparing physical education teachers to work in inclusive education settings. It emphasizes that the physical education teacher plays an important role not only as an organizer of students' physical activity but also as a partner to the teacher’s assistant in creating a supportive environment for children with special educational needs.

The main directions of such interaction are outlined, including joint planning of physical education lessons, adapting educational materials for vulnerable student groups, and creating conditions for psychological support for these participants in the educational process. It is noted that certain aspects of this issue require further exploration in the context of: "Integration of adaptive physical education into the professional training of teachers in higher education institutions"; "Development of teachers’ psychological readiness to work in an inclusive environment"; "Interdisciplinary cooperation"; "Development of individualized learning pathways for vulnerable children in physical education lessons"; "Professional retraining and advanced training of future physical education teachers";"Formation of an inclusive educational space in physical education lessons."

The article presents an analysis and systematization of the results obtained from a survey conducted among students of the Municipal Higher Education Institution "Lutsk Pedagogical College" on the research problem. It was found that inclusive physical education is a process of organizing and conducting physical and health-oriented activities aimed at engaging all students, regardless of their physical, mental, or sensory abilities, while promoting harmonious development, socialization, and the formation of a healthy lifestyle.

It is confirmed that the implementation of inclusive physical education requires physical education teachers to have specialized professional training, which includes adaptive teaching methodologies, psychological support for students, the development of tolerant attitudes, and the creation of a barrier-free educational environment to support each child's development according to their individual characteristics.

The article also describes the experience of developing the course "Adaptive Physical Education in Inclusive Education," which contributes to professional development, individualization of lessons, and the creation of a safe learning environment.