ADAPTIVE PHYSICAL EDUCATION FOR SCHOOLCHILDREN WITH HEARING IMPAIRMENTS IN GENERAL SECONDARY EDUCATION INSTITUTIONS

Abstract

The article analyzes theoretical and methodological studies regarding the implementation of adaptive physical education (APE) for schoolchildren with hearing impairments in general secondary education institutions (GSEIs). The development of APE in Ukraine has only been partially addressed in scientific literature, which highlights the urgent need for its deeper study and broader promotion. To enhance the effectiveness of APE classes, the main aspects to consider during planning and implementation are identified. The article examines the professional competencies required of an APE teacher to effectively conduct lessons and facilitate the overall development and socialization of students with special needs. Pedagogical conditions for creating an adaptive educational environment for students with hearing impairments during APE sessions in GSEIs are outlined.

Purpose. To analyze scientific studies that form the theoretical and methodological basis for working with students with hearing impairments during adaptive physical education in general secondary education institutions.

Methodology. To achieve the main research objectives, theoretical methods were used, including the analysis of observations and synthesis of current scientific concepts, as well as the review of psychological, pedagogical, and methodological studies in domestic and international literature on adaptive physical education for students with hearing impairments in GSEIs.

Scientific novelty. The article analyzes key aspects of effective implementation of adaptive physical education for students with hearing impairments in general secondary education institutions.

Conclusions. A literature review revealed that APE is a significant and essential component of the educational system for students with special needs, particularly for those with hearing impairments. APE contributes positively to physical development and is widely used in rehabilitation, social integration, and improving the quality of life for people with special needs. Conducting APE sessions for students with hearing impairments requires an individualized approach, special teaching methods, environmental adaptations, and effective communication. Creating a safe and motivating environment supports not only motor development but also boosts self-esteem and enhances the overall quality of life of schoolchildren with hearing impairments.