Associate Professor, PhD E.M. Golikova¹
Professor, Dr. Biol. A.A. Torshkov^2
1Orenburgsky State Pedagogical University Orenburg
²Orenburg State Agrarian University, Orenburg

Keywords: students with impairments, personality socializing, individual education routing technology.

Background. Socializing system for the students with health impairments is designed as a purposeful, long-term, well-managed process of educational cooperation geared to prevent social deviations in a personality, with due emphasis on the most efficient personality socializing methods and the efforts to foster professional activity and creativity. The system ensures a socially acceptable and highly ethical socializing experience being gained by the student with health impairments through efficient cooperation with the social environment, the growing experience being manifested in better behavioural self-regulation under changing conditions with the relevant improvements in the self-contentment and the ability to meet the social interests and needs during his social integration [1].

Objective of the study was to develop and substantiate a personality-centred socializing concept for students with health impairments based on the individual educational path technology.

Methods and structure of the study. Subject to the study performed in the period of 2009 to 2016 were 2438 students with health impairments aged 16-22 years. The sample was grouped depending on the diagnosed health pathologies including main health conditions, secondary diseases/ deviations and associating disorders. A random sampling method was used to group the students into Reference Group (RG) and Study Group (EG). The RG students were trained under the curriculum based on the practical recommendations by M.N. Tarasenko and V.V. Ponomarev, with the educational course for the special health groups A, B and C designed to include a theoretical module and practical sessions [6]. The SG students were trained as provided by the special individual education paths (trajectories) designed under the study. Every student with health impairment was subject to tests prior to and after the study.

Study results and discussion. When designing our personality-centred education concept we assumed that a long-term stepped process is needed to achieve success in the consistent and duly phased process of physical education and health improvement activity to facilitate socializing of the students with health impairments. The educational activity was designed to include diagnostics, design, development and implementation of the personality-centred socializing concept in application to the students with health impairments, including the relevant design-and-practical socializing model and individual education path technology (see Figure 1 hereunder) [2].

Figure 1. Design-and-practical socializing model for students with health impairments based on individual educational paths

The individual education path technology was applied to contribute to the process of the students with health impairments being actively socialized using the design-and-practical socializing model, the process including the following three stages:

– Initial (diagnostics and adaption) stage taking 1 year and designed as a set of socializing educational actions intended to prevent, eliminate or neutralize the reasons and conditions for negative deviations in the adaptation process of students with health impairments in the new profession-focused environment of the educational establishment; with the 45-minute education sessions scheduled twice per week and run at a slow to moderate pace;

– Principle (corrective and developing) stage taking 2 years and designed as a set of educational actions intended to correct the psycho-physiological deviations inherited from the past school experience that may be of negative/ retarding effect on the young and growing person’s socializing process; to efficiently socialize the disabled students to the socially acceptable standards; with the 1 hour 20 min long education sessions scheduled 2-3 times per week and run at a slow to moderate pace; in addition, the sessions were supported by group trainings in accessible sport disciplines; and

– Final (repeated consolidation) stage taking 1 year and designed as a set of educational actions by the interdisciplinary team of teachers with an emphasis on the efforts to prevent, eliminate or neutralize the reasons and conditions for negative deviations in the students’ with health impairments personal socializing progress; with the 1 hour 30 min long education sessions scheduled 2-3 times per week and run at a moderate to fast pace; in addition, sessions 3-4 were supported by group trainings in accessible sport disciplines.

The practical sessions were designed to include: new elements; symmetric and asymmetric movements; relaxation practices; intermittent tension-relaxation of muscles; vestibular apparatus relaxation exercises; muscular tension redistribution skills improvement practices; corrective exercises to help differentiate visual and audible signals; movement pace keeping and acceleration exercises tailored to the individual health limitations to improve the cardio-respiratory system functionality and the spatial orientation ability; exercises to improve the small hand muscle control skills; agreed and disagreed movements in couples and groups etc. The sets of exercises included the static and dynamic, active and passive, slow- and fast-pace combining practices that additionally varied in the movement amplitudes (low, moderate and high).

At the initial stage, at the end of the sessions the students were usually offered game practices and competitive games depending on the goals of the session and actual health limitations of the disabled students. At the second and third stages, games were offered in special sessions with the students being grouped by the health/ nosologic categories; by the types of the acceptable actions/ movements; by the game intensity levels; and by the cognitive ability and mental functionality development levels [3].

The practices were subject to certain contraindications depending on the group and individual health limitations. The students diagnosed with visual disorders, for instance, were kept away from the practices associated with high tension, stresses, rolls-over etc. It was not unusual that the contraindications were qualified as temporal, with the recommended motor activity range being expanded with the progress of the functionality and additional exercises and session management forms were applied to the students [7].

In the personality socializing concept application to the disabled students by the individual education paths, the following process regularities were duly factored in the process: dependence of the educational process success on the interaction of the teacher with the student; soundness of the knowledge digestion by the students as verified by the repeated and follow-up studies and tests; and the personality socializing process success, depending on the core activity [4]. In the above regularities and logic application process, due emphasis was made on the relevant concepts that need to be observed in the education and socializing of the students diagnosed with health impairments. Under the study, we applied the following concepts depending on the specific health conditions of the students: socializing; general methodological; and special educational concepts [6].

Focus on the above concepts made it possible to design and put in place due socializing process conditions for the students diagnosed with health impairments. Top priority was given to the accessibility of the educational activities. The adaptive physical education sessions, for instance, were scheduled in the off-class hours and designed on an individual and group-individual bases, with the students being grouped in small- (2-3 to 6-8 people) and average-size (10-12 people) groups.

Due consideration was made for the technical and material provisions, including the gym accessibility; due equipment, appliances and training tools availability with account of the individual mental and physical needs of every trainee. Contraindications for certain forms and methods of motor activity were identified prior to the sessions and due educational/ training conditions were established for the special needs/ limitations, including the following:

– Humanistic style of the interpersonal relationship of the educational process participants in the general education establishment;

– Support and encouragement of the trainees’ initiatives and needs for the educational process;

– Adequate process conditions to mitigate social risks for every trainee in the process; and

– Democratic, open style in the contacts of teachers with the students.

The study included an introductory lecture to address the issues of the disabled students’ positioning in and accommodation to everyday challenges of life and the importance of adaptive physical education practices. The theoretical education module was designed to emphasize the students’ relevance for the surrounding world and people; important role of the disabled student in the ongoing processes of life; system of communication and social relationship; and due values need to be selected for the process success. The practical approaches to the general education process to provide for the personal socialization of the students with health impairments were dominated by the following: personality-centred; values-centred; activation; and system approaches.

Conclusion. The personality-centred socialization concept is designed to establish the unity and interpersonal relations of the educational process participants so as to ensure the process being managed in a dynamic format with a top priority given to the multisided personality progress of the students with impairments, with the appropriate sets of methods, tools, activity forms, technologies, approaches, regularities and conditions being applied, found and established.

References                                    

1. Belikov V.A. Professional'noe obrazovanie. Metodologiya deyatel'nosti (Professional education. Methodology of Activity) / V.A. Belikov, A.S. Valeev et al. – Moscow: Vlados, 2009. – 334 p.
2. Glinskiy B.G. Modelirovanie kak metod nauchnykh issledovaniy (gnoseologicheskiy analiz) (Simulation as research method (epistemological analysis) / B.G. Glinskiy. – Moscow: MGU (MSU) pub. h-se, 1965. – 247 p.
3. Golikova E.M. Obrazovanie studentov s ogranichennymi vozmozhnostyami zdorov'ya na osnove individual'nykh obrazovatel'nykh traektoriy (Teaching students with impairments using individual educational paths) / E.M. Golikova, A.N. Kozurman, O.A. Alontseva. – Chelyabinsk: Tsitsero, 2015. – 147 p.
4. Kozurman A.N. Teoretiko-metodologicheskie osnovy formirovaniya individual'nykh obrazovatel'nykh traektoriy studentov s ogranichennymi vozmozhnostyami zdorov'ya (Theoretical and methodological basics of formation of individual educational paths for students with health impairments) / A.N. Kozurman, E.M. Golikova. – OGIM. Orenburg, 2014. – 168 p.
5. Leontiev A.N. Deyatel'nost' soznanie, lichnost': ucheb. posobie dlya studentov vyzov (Activity, consciousness, personality: university students' study guide) / A.N. Leontiev. – Moscow: Smysl: Academia. 2004. – 345 p.
6. Tarasenko M.N. Fizicheskoe vospitanie studentov vuzov v spetsial'nom uchebnom otdelenii (Physical education of special department students) / M.N. Tarasenko, V.V. Panomareva. – Moscow: Vyssh. Shkola, 1976. – 150 p.
7. Teoriya i organizatsiya adaptivnoy fizicheskoy kul'tury (Theory and organization of adaptive physical education) / Ed. prof. S.P. Evseev. – 2nd ed., rev. and sup. – Moscow: Sovetskiy sport, 2007. – 291 p.

Corresponding author: gks-07@mail.ru

Abstract

The article presents findings of a research and practical study designed to substantiate the personality-centred socializing concept for students with health impairments. It is through activation only that the students with health impairments may form and develop the social personality qualities, albeit it is a matter of common knowledge that a purposeful and consistent system is needed for success of the process. System approach gives the means to interconnect the activities designed to facilitate the personality development process of students with health impairments on a most efficient basis since they are based on the concept of their education being integrated with cultural development. The personality-centred concept provides for the unity and interpersonal relations of the educational process participants so as to ensure the process being managed in a dynamic format with a top priority to the multisided personality progress of the students with impairments, with the appropriate sets of methods, tools, activity forms, technologies, approaches, regularities and conditions being applied, found and established.