Integration of the principles of inclusive pedagogy into the process of adaptive physical education based on athletics exercises

Abstract

The issue of integrating children with special educational needs into the general educational environment remains one of the key tasks of modern pedagogy. Inclusive education involves creating conditions for the realization of each child's potential, regardless of their characteristics, where adaptive physical education plays a role not only in correcting impairments, but also in socialization and strengthening health. However, traditional approaches often ignore individuality, reducing motivation and effectiveness. The relevance of the study is due to the need to bridge the gap between the theory of inclusion and the practice of physical education, especially based on accessible track and field exercises (running, jumping, throwing), which make it possible to integrate the principles of individualization, creating a situation of success, and teamwork. The aim of the work is to develop and justify a training model that combines these principles for the comprehensive development of primary school children. The study was conducted in a general education institution with inclusive programs during the academic year. Participants were 48 children aged 8-10 with various diagnoses, divided into an experimental group (EG, $n=24$) and a control group (CG, n=24). In the EG, a program based on track and field exercises with elements of inclusive pedagogy was implemented: differentiated tasks, game methods, pair and group work, and assessment of individual progress. In the CG, a standard program with a frontal form and normative requirements was applied. Evaluation included physical fitness tests (30 m sprint, long jump, shuttle run, 6-minute run) and psychosocial methods (motivation questionnaire, sociometry). Diagnostics were carried out twice; data were processed in SPSS using Student's t-test and the Mann-Whitney U-test $(p 0.05)$. The results showed significant advantages for the EG: an increase in speed-strength qualities 18,93% (vs. 6,82% in CG, $p 0.01$, coordination 9,80% (vs. 3,80%, $p 0.01)$, endurance 16,84% (vs. 4,96%, $p 0.01$. Psychosocial indicators in EG increased by 51,91% (motivation) and 51,02% (social integration), while in CG they changed insignificantly $(p>0.05)$. Differences between groups are statistically significant $(p 0.01)$. Discussion of the results confirms that the integration of inclusive principles enhances the effectiveness of adaptive physical education, contributing to harmonious development. Physical progress correlates with increased motivation and socialization, reducing gaps within the group. The methodology is recommended for implementation in inclusive institutions, promoting the humanization of education and improving the quality of life for children with special needs.