ORGANIZATIONAL SPECIFICS OF SCHOOLCHILDREN WITH HEARING DEPRIVATION ADAPTIVE PHYSICAL EDUCATION

Abstract

The evolution of a child with hearing impairments in the conditions of his stay in a specialized educational institution has its own characteristics. In this regard, solving the problems of correctional and educational work with children with hearing impairments becomes extremely important. The purpose of the work is to study and analyze the physical development of primary school children with hearing impairments and compare it with peers who do not have hearing impairments. Research methods. To achieve the goal, we used the following research methods: theoretical analysis and generalization of data from scientific, methodological and special literature, comparison, systematization. Special schools and society in general have important and responsible tasks – to ensure the comprehensive harmonious development of each child in the process of education and upbringing, with the aim of social adaptation and integration of children with special needs into public life. The close relationship between the components of physical condition and the development of psychophysical qualities in schoolchildren allows us to assert that a scientifically based process of physical education not only helps to compensate for the lag in the physical development of children with this nosology, but also activates the cognitive processes of students, which has a positive effect on their language development. The developed physical education programs for the specified contingent of children are constantly being improved, the methods and means of physical education of these schoolchildren are undergoing significant changes. Knowledge of the general patterns and features of the formation of the motor sphere of children with various deviations is especially important for the search for effective pedagogical means and methods for correcting motor disorders. Conclusion. The organization of physical education of children of primary school age with deprivation of sensory systems is carried out according to standard educational programs taking into account the main provisions of the New Ukrainian School. The adaptive physical education programs we have considered are aimed at the comprehensive physical development of children with sensory deprivation, the formation of a healthy lifestyle and a positive attitude towards physical activity, take into account the age and individual characteristics of children of primary school age, and provide a variety of types of motor activity and teaching methods.