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IMPROVING THE MOTOR ADAPTATION OF STUDENTS WITH SPECIAL NEEDS TO THE CONDITIONS OF INCLUSIVE EDUCATION
Abstract
Currently, in Russia, introduced a system of inclusive education aimed at reducing social discrimination against children with disabilities. Nevertheless, many children who study on an equal basis with healthy children face with the problem of motor adaptation, which subsequently becomes the reason for the reduction of psychological and social adaptation in general. For improving the motor adaptation, it is necessary to study the physiological and biomechanical foundations of the movement, based on which it will be possible to develop a program for the preparation of children with disabilities for studying at university with the healthy children. The study involved 30 students with special needs with musculoskeletal disorders at the age of 18-19 years studying at Tomsk Polytechnic University. The movement was characterized by electromyography (EMG). The electrodes were applied to the following muscles (right and left): m. gastrocnemius (medial head); m. vastus lateralis; m. biceps femoris; m. latissimus dorsi. When walking, students with disabilities had significant changes in the bioelectric activity of the m. gastrocnemius. At the same time, we observed the phenomenon of hypersynchronization - a significant increase in the amplitude of oscillations in combination with a decreasing in frequency in students with special needs. In the group of students with special needs, excessive activity of the direct muscles of the back are observed in comparison with the control group. Activity of the posterior group of the hip decreased in the group of students with special needs, the activity of the anterior group of the hip was increased. The results of the analysis of the bioelectrical activity of muscles students with special needs are presented. It has been established that the dynamic stereotype of walking in students with disabilities is distinguished by excessive involvement in locomotion of calf muscles and rectus muscles of back, with central mechanisms of hypersynchronization of activity of motor units being the main adaptation mechanism in the. Exercises for these muscle groups can be included in the rehabilitation complex. We can assume that in the exercise aimed at training these muscle groups will contribute to the formation of adaptive stereotypes and improve motor adaptation of this group of students with disabilities.
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References12
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