THE RELATIONSHIP BETWEEN ADAPTIVE PHYSICAL CULTURE AND THE DEVELOPMENT OF SOCIAL INCLUSION OF STUDENTS WITH HEARING IMPAIRMENT

Abstract

The article provides a theoretical substantiation of the relationship between adaptive physical culture and the development of social inclusion of students with hearing impairment. The relevance of the topic is determined by the reform of Ukraine's education system on the principles of inclusive learning and the need to reconsider the role of physical education not only as a means of correcting the motor sphere, but also as an instrument for the social integration of a child with sensory impairments. The goal of the study is to theoretically substantiate the aforementioned relationship and to develop a generalized model of its mechanisms. The theoretical foundation is provided by N. A. Bernstein's concept of the level-based construction of movements and P. K. Anokhin's theory of functional systems. The research methods include theoretical analysis and synthesis of sources, comparative analysis, generalization and systematization, and theoretical modeling. Based on an analysis of domestic (Yu. Briskin, A. Perederii, N. Dedeliuk, O. Taranchenko) and international (L. Reich, B. Lavay, C. Barboza, M. Tanure Alves, et al.) sources, a structural-functional model has been developed, encompassing the sensorimotor, personal, and social levels of the relationship. The key barriers to social inclusion – communicative, organizational, and attitudinal – have been identified, along with pedagogical technologies that facilitate its realization: visual and gestural support of instructions, peer tutoring, differentiated assessment, and engagement in extracurricular competitive activity. Practical guidelines have been formulated for physical education teachers in inclusive classrooms. Prospects for further research relate to the empirical testing of the model in general secondary education institutions in Ukraine.