Regulation of sensory response students with disabilities of universities the process of inclusive physical education

Abstract

The purpose of the article is to reveal the impact and effectiveness of inclusive physical education of students with disabilities. Research methods used: theoretical analysis, synthesis, systematization, generalization of data from scientific-methodical and special literature, pedagogical experiment, pedagogical testing, mathematical methods of processing digital arrays, comparative-statistical method, system-functional analysis. The results. Based on the results of the search activity, we received data indicating the following. Positive changes in the indicators of the experimental group students in all studied parameters of sensorimotor response were established, which testify to the improvement of the functional state of the central nervous system in the students of the experimental group after the end of the experiment. The result of the purposeful correction of the inclusive physical education of students with disabilities was that the positive dynamics of the coefficient of mental performance at the end of the study among the students of the experimental group was within 15 %. According to the integrative assessment of all studied parameters, it can be stated that after the end of the experiment, there is a general tendency to increase the results of the test tasks, which were at an average level in the vast majority of students of the experimental group (63.4 %). Conclusions. The results of the conducted research provide grounds for a conclusion regarding the possibility of purposeful correction employing inclusive physical education of the state of the sensorimotor reaction and its components and therefore have a comprehensive effect on the improvement of the main indicators of psychophysiological functions: the final data of the empirical experiment proved the effectiveness of the innovations introduced in the inclusive physical education of students with disabilities.