CHILDREN WITH PHYSICAL IMPAINMENTS AT PHYSICAL EDUCATION LESSONS IN ELEMENTARY SCHOOL

V teoretičnem delu diplomske naloge predstavljamo, kakšne so vrste gibalne oviranosti in posebnosti pri športni vzgoji, kjer so vključeni gibalno ovirani učenci. Posebno pozornost smo namenili prilagoditvam pouka z vidika dejavnosti, pripomočkov, prostora in časa ter spremljevalca pri vodenju športnih dejavnosti. Predstavili smo tudi različne prilagojene športne dejavnosti, ki so na voljo. Potrebno se je namreč zavedati, da lahko ob ustrezni strokovni podpori gibalno ovirani učenci pridobijo dovolj znanja in sposobnosti za sodelovanje pri športnih dejavnostih. Z aktivnim vključevanjem pridobijo delovne navade, vztrajnost, navajajo se na sodelovanje s sošolci in ob dobrem sodelovanju tudi dosežejo želen uspeh. Cilj vključitve gibalno oviranih otrok v pouk športne vzgoje je zmanjšanje otrokovih primanjkljajev in razvijanje močnih področij, vključevanje med vrstnike, širšo družbo in omogočanje stikov z okolico (Krušec, 2008). Namen diplomske naloge je predvsem opozoriti na problematiko poučevanja športne vzgoje za gibalno ovirane učence. V raziskavi smo anketirali 10 učiteljev, ki poučujejo športno vzgojo na razredni in predmetni stopnji. Izvedli smo tudi neposredno opazovanje pouka športne vzgoje, kjer so vključeni gibalno ovirani učenci. V našem raziskovalnem vzorcu se je pokazalo, da gibalno ovirani učenci praviloma niso vključeni v pouk športne vzgoje, še vedno je veliko gibalno oviranih učencev športne vzgoje oproščenih. Opažamo, da se pojavlja velik razkorak med teorijo, ki zagovarja pomembnost športne vzgoje in prakso. Učitelji nimajo izdelanega individualiziranega programa in so premalo seznanjeni s pripomočki in prilagoditvami za gibalno ovirane učence, prav tako menijo, da nimajo dovolj strokovnega znanja na tem področju. Rezultati so pokazali, da učenci zelo radi sodelujejo pri pouku športne vzgoje.The theoretical part of this work presents different types of physical disabilities and special requirements in physical education involving children with physical disabilities. Special emphasis was given to general adjustments, assistive technology, adjustments in sport halls and time adjustments, as well as adjustments made by the escort of the child in the physical exercise class. We presented several available sport activities. It is worth noting that with sufficient and adequate help children with physical disabilities may acquire enough knowledge and competence to be involved in physical exercise classes. With active inclusion these children acquire positive working habits, improve their social skills, gain persistent attitude and are more likely to succeed with completing their goals. The objective of inclusion of children with disabilities in physical exercise classes is to focus on child’s positive features instead of their weak point as well as to help improving their relationships with their pears and in wider society (Krušec, 2008). The aim of this thesis is to address the issues faced when dealing with physical education for children with physical disabilities. We conducted a survey between ten instructors of physical education teaching at all levels of primary school. We also performed a direct observational research of several physical exercise classes involving children with physical disabilities. Our research results show limited inclusion of children with disabilities in physical education classes, as many are still excused from taking part. We observed a great difference between the theoretical approaches that emphasizes the importance of inclusion of children, to what is actually happening at schools. Teachers do not have individualized education plan and have a lack of knowledge about aids, assistive technology and adjustments they should use for children with physical disabilities, they also say they don’t have enough professional knowledge in this field. The research results also showed children enjoy very much in physical education classes, if they participate