Individualization of the Educational Process of Inclusive Physical Education of Students with Disabilities




inclusive education, students with disabilities, physical education, cardiovascular tests, individual program


Background. The relevance of the study is due to the objective need to increase the effectiveness of РЕ for students with disabilities during their studies in higher education. 

The study purpose was: of the article is to identify the effectiveness of the implementation of classes on inclusive physical education for students with disabilities according to the individual program. 

Materials and methods. The experiment was attended by 30 students of Lviv Polytechnic National University with disabilities (with diseases of the nervous system) during a three-year physical education course, with equal numbers of female and male students participating. To determine the effectiveness of the program of physical education for students with disabilities (with diseases of the nervous system), cardiovascular tests have been used.

Results. From the standpoint of the general objectives of the study, the results of the experimental study showed the effectiveness of the individual approach in the choice of correctional and developmental means of inclusive physical education for students with disabilities. After the course, we observe stabilization with a tendency to regression of autonomic disorders, and improvement of peripheral hemodynamics, against the background of reducing the clinical manifestations of diseases of the nervous system in students of the study sample. 

Conclusions. It is proved that the main reason for the introduction of an individualized approach to inclusive physical education of students with disabilities is the provision that this process should focus on the individual health of each student and the ability to eliminate existing deviations by physical education, and thus achieve the highest results in such activities. Analysis of research and educational practice gives grounds to conclude that such an approach in physical education, namely taking into account the individual characteristics of a contingent of students with disabilities, identifies new prospects for inclusive physical education of students in higher education in general.

Author Biography

Oksana Blavt, Lviv Polytechnic National University

Department of Physical Education,
Bandera St, 12, Lviv, 79013, Ukraine


Kedian, J. & West-Burnham, J. (2017). Innovative learning environments: Beginning with the concept. Journal of Educational Leadership, Policy and Practice, 32(1), 7-21.

O’Rourke, J., & Houghton, S. (2006). Students with mild disabilities in regular classrooms: The development and utility of the Student Perceptions of Classroom Support scale. Journal of Intellectual & Developmental Disability, 31(4), 232-242.

Baglieri, S., & Bacon, J. (2020). Disability Studies in Education and Inclusive Education. Oxford Research Encyclopedia of Education, 10.1093.

Campos, M. J., Ferreira, J. P., & Block, M. E. (2014). Influence of an awareness program on Portuguese middle and high school students’ perceptions toward peers with disabilities. Psychological Reports, 115(3), 897-912.

Tant, M., & Watelain, E. (2016). Forty years later, a systematic literature review on inclusion in physical education (1975-2015): a teacher perspective. Educ. Res. Rev, 19, 1-17.

Lidor, B. R., & Hutzler, Y. (2019). Including Students with Disabilities in a physical education Teacher Preparation Program: An Institutional Perspective. ResearchGate, 1-19.

Maxwell, G. R., Granlund, M., & Augustine, L. (2018). Inclusion Through Participation: Understanding Participation in the International Classification of Functioning, Disability, and Health as a Methodological Research Tool for Investigating Inclusion. Frontiers in Education, 3, 41.

Smith, A. (2004). The Inclusion of Pupils with Special Educational Needs in Secondary School Physical Education. Physical Education and Sport Pedagogy, 9(1), 37-54.

Goodwin, D. L., & Watkinson, E. J. (2000). Inclusive PE from the perspective of students with physical disabilities. Adapted Physical Activity Quarterly, 17, 144-160.

Haycock, D., & Smith, A. (2010). Inclusive physical education? A study of the management of national curriculum physical education and unplanned outcomes in England. British Journal of Sociology of Education, 31(3), 291-305.

Bondar, K. M. (2019). Theory and practice of inclusive education. Project “Support for inclusive education in Kryvyi Rih”. Publishing house FO-P Cherniavskyi D.O., 170. (in Ukrainian).

Page, А., Anderson, J. & Charteris, J. (2021). Including students with disabilities in innovative learning environments: a model for inclusive practices. International Journal of Inclusive Education, 3.

Block, M. E., & Obrusnikova, I. (2007). Inclusion in Physical Education: A Review of the Literature from 1995-2005. Adapted Physical Activity Quarterly, 24(2), 103-124.

Ruscitti, R. J., Thomas, S. G., & Bentley, D. C. (2017). The experiences of students without disabilities in inclusive physical education classrooms: a review of literature. Asia-Pacific Journal of Health, Sport and PE, 8(3), 245-257.

Baglieri, S., Valle, J. W., Connor, D. J., & Gallagher, D. J. (2011). Disability studies in education: The need for a plurality of perspectives on disability. Remedial and Special Education, 32(4), 267-278.

Bertills, K., Granlund, M., Dahlström, Ö., & Augustine, L. (2018). Relationships between physical education (PE) teaching and student self-efficacy, aptitude to participate in PE and functional skills: With a special focus on students with disabilities. Physical Education and Sport Pedagogy, 23(4), 387-401.

Morley, D., Bailey, R., Tan, J., & Cooke, B. (2005). Inclusive Physical Education: Teachers’ views of including pupils with Special Educational Needs and/or disabilities in Physical Education. European Physical Education Review, 11(1), 84-107.

Briere, D. E. III., & Siegle, D. (2008). The effects of the unified sports basketball program on special education students’ self-concepts: Four students’ experiences. Teaching Exceptional Children Plus, 5(1), 1-12.

Ma, Y., Wang, L., Li, М., & Wang, Т. (2020). Meta-analysis of the effects of exercise programs in improving the balance ability of children with intellectual disabilities. Journal of Intellectual & Developmental Disability, 45(2), 144-154.

Cavanaugh, L. K. (2017). Adapted physical education and sport. Human Kinetics. Cham-paign IL.

Sönmezoğlu, U., Tosun, A., & Yıldız, K. (2021). A Qualitative Research on Sport and Education for The Disabled from The Perspective of Sports Managers and Trainers. Sport i Turystyka. Środkowoeuropejskie Czasopismo Naukowe, 4(3), 49-73.

Ivashchenko, O. & Khudolii, O. (2016). Methodological approaches to pedagogical control in the process of physical education of girls 12-14 years old. Teoria ta Metodika Fizičnogo Vihovanna, 16(4), 13-24. (in Ukrainian).

Mathias, C. J., & Sir Bannister, R. (2013). Autonomic Failure: A Textbook of Clinical Disorders of the Autonomic Nervous System (5 ed.). Oxford University Press.

Levin, A. B. (1966). A simple test of cardiac function based upon the heart rate changes induced by the Valsalva maneuver. Am J Cardiol.,18(1), 90–99.

Koryahin, V., Blavt, O., Bakhmat, N., Guska, M., Ludovyk, T., Prozar, M., Bodnar, A., Kravets, S., & Bezgrebelnaya, E. (2019). Differentiated correction of attention abilities of students with chronic diseases during physical education. Journal of Physical Education and Sport, 19(2), 293-298.

Block, M. E. (2007). A teachers’ guide to including students with disabilities in general PE (3rd ed.). Baltimore, MD: Paul H. Brookes.




How to Cite

Blavt, O. (2022). Individualization of the Educational Process of Inclusive Physical Education of Students with Disabilities. Journal of Learning Theory and Methodology, 3(2), 65–70.




Similar Articles

You may also start an advanced similarity search for this article.