| Abstract [eng] |
The implementation of the principle of inclusive education in Lithuania highlights the need to ensure that children with special educational needs fully participate in all areas of education, including physical education activities in preschool institutions. However, the experiences of educators show that the inclusion of these children in the physical education process faces difficulties due to insufficient preparation and lack of resources. This paper analyzes these problems and challenges. Hypothesis: it is believed that preschool educators are not properly prepared and insufficiently provided with the necessary tools and support, therefore the inclusion of children with special needs in physical education activities is not smooth. The aim of the study is to reveal the main problems and challenges of the inclusion of children with special educational needs in preschool physical education. To achieve this goal, a scientific literature analysis was conducted, a questionnaire survey of educators was conducted, and mathematical statistical analysis of the data obtained was performed. The study was conducted using a quantitative method, using an anonymous questionnaire survey. Research results: the study revealed that although educators try to apply the principles of universal design – use visual and sensory aids, adapt the environment, encourage mutual assistance between children – these measures are not always enough. In order to include children with special educational needs in physical activities, educators face significant challenges. The most commonly identified problems are: insufficient professional training, lack of knowledge, practical skills and methodological assistance necessary for effective work with children with special educational needs. It also became clear that educators lack the ability to properly use the available special aids – even with certain resources, they often do not know how to apply them in practice. Additional challenges are posed by the lack of specialist help and difficulties in managing children's behavior and emotions during physical education. Educators miss the involvement of other specialists – such as special educators, teacher assistants or physiotherapists – in the planning and implementation of activities. Respondents emphasized the need for training and practical recommendations to help work with children with special educational needs, but such support is still not sufficiently available in many educational institutions. |
