Stimulating the development of coordination in pupils with developmental difficulties in elementary school

Abstract

The paper deals with the effects of specially programmed types of physical activities on the development of coordination of the pupils with developmental difficulties in regular elementary schools. The method of pedagogical research with parallel groups was used in the research which included 135 junior elementary-school pupils. Among them 90 pupils had one of developmental difficulties (intellectual disability, visual and hearing disturbances) and they were divided into an experimental and a control group 1, while other pupils had typical development and they formed the control group 2 (n=45). Besides regular classes of physical education the experimental group was engaged in a special programme, devised and implemented into the Individual Educational Plan, as one of the types of intervention within the system of inclusive education. The research lasted for three months during which the groups were tested by the tests of coordination and the data obtained at the beginning and the end of the research period were processed by the application of univariant analysis of covariance and the T-test of the paired samples. The results show that the pupils with developmental difficulties can considerably progress in the development of coordination if their individual characteristics are recognized and optimal conditions are provided.

U ovom radu ispituje se uticaj primene posebno programiranih oblika fizičke aktivnosti na razvoj sposobnosti koordinacije kod učenika sa smetnjama u razvoju u redovnoj osnovnoj školi. Istraživanje je sprovedeno metodom pedagoškog eksperimenta sa paralelnim grupama na uzorku od 135 učenika mlađeg školskog uzrasta. Od toga, kod 90 učenika je evidentirana jedna od smetnji u razvoju (intelektualna smetnja, vizuelna smetnja, smetnja sluha) i oni su podeljeni u eksperimentalnu i kontrolnu grupu 1, dok su ostali učenici imali tipičan razvoj i činili su kontrolnu grupu 2 (n = 45). Eksperimentalna grupa je pored časova redovne nastave fizičkog vaspitanja bila uključena u poseban program vežbanja koji je osmišljen i postavljen u okviru Individualnog obrazovnog plana (IOP) kao jednog od vidova intervencije predviđenim inkluzivnim sistemom obrazovanja. Istraživanje je trajalo tri meseca, u okviru koga su grupe testirane testovima koordinacije, a podaci dobijeni na početku i kraju istraživanja obrađeni su primenom univarijantne analize kovarijanse i T-testa uparenih uzoraka. Rezultati ukazuju da učenici sa smetnjama u razvoju mogu znatno da napreduju u razvoju sposobnosti koordinacije pod uslovom da se uvaže njihove individualne karakteristike i obezbede optimalni uslovi.