PhD, Associate Professor A.A. Sitdikova¹
A.G. Cherenshchikov¹
PhD, Associate Professor A.A. Misbakhov^2
1Volga Region State Academy of Physical Culture, Sports and Tourism, Kazan
²Kazan (Volga Region) Federal University, Kazan

Keywords: inclusive physical education, students with disabilities, disabled people.

Introduction. Currently, there is a successful experience of individual educational organizations to introduce inclusive physical education, but it is fragmentary [1]. This problem is significantly updated in universities of physical culture and sports profile, where a large amount of training content is occupied by specific group motor activity.
The purpose of the research is to develop and test a model of inclusive physical education of students in a sports University.
The results of the study and their discussion. The developed model consists of conceptual-target, organizational-methodical and effective components. A feature of the modeled process was the integration of various forms of motor activity of students with ovz and their healthy classmates. Along with mandatory classes in practical disciplines of the curriculum, well-known and specially developed inclusive sports and recreation forms are used (joint fitness training, dynamic pauses, classes in the gym and the hall of physical rehabilitation, participation in city and national marathons, Hiking, sports and sports quests, night orienteering) and sports technologies (training process in sitting volleyball (students with PODA and healthy), in unified football, unified floorball, unified badminton (athletes with intellectual disabilities and student partners). Joint education of students in the conditions of the need to simultaneously meet the requirements of the Federal state educational system has led to a special selection of tools, methods and teaching methods adapted to the nosological forms, psychophysical development and meet the needs of all participants in the research work.
The study is attended by students of the Academy (AFC direction, 2 groups of the second year). According to the results of the first year of experimental testing of the developed model in the EG (n=19), there is a higher level of academic performance (by 15%) compared to the control (n=23), there are no underperforming students (in KG – 3 students have academic debt). Sociometry and survey data confirm the most comfortable emotional climate in EG (by 24 %). According to EG respondents, inclusive activities significantly influenced the strengthening of confidence in the correctness of the chosen profession, allowed to form a system of views on the problem of disability and ways to solve it through inclusive physical education.
Conclusion. The organization of inclusive physical education in the conditions of joint training of students with different levels of health in a sports University not only contributes to the formation of an inclusive culture, but, of course, has an effective impact on the quality of training of future specialists for professional activities.

Literature

1. Parfenova L. A. Innovative forms and long-term programs for attracting young people with disabilities to physical culture and sports: monograph / L. A. Parfenova, I. N. Timoshina. – Kazan: Volga Gapkit, 2016. - 123 p.