У статті продемонстровано можливість навчання дитини з церебральним паралічем в інклюзивному класі загальноосвітньої школи. У статті обґрунтовано наявність інклюзивних класів у кожній школі, щоб дитина з особливими вимогами у навчанні міг відвідувати за місцем проживання. У статті представлено методику групового та індивідуального заняття з фізичної терапії. Групові заняття проводилися двічі на тиждень по 40 хвилин та додатково по 20 хвилин для дитини з церебральним паралічем. У статті проаналізовано результати адаптації дітей першого класу до школи у порівняні з такими у дитини з церебральним паралічем. У статі продемонстровано позитивний вплив фізичної терапії на адаптацію дитини з церебральним паралічем в умовах навчання у школі. Показники його мотивації зросили з 0,9 до 1,5 балів.
The article demonstrates the possibility of teaching a child with cerebral palsy in an inclusive class of secondary school. The article substantiates the availability of inclusive classes in each school so that a child with special educational requirements can attend it at the place of residence. It is shown that inclusive education is an individualized system of teaching children with special needs in psychophysical development in a secondary school, which provides for the creation of an educational environment that would meet the needs and capabilities of the child regardless of its mental development. The article presents the methods of group and individual physical therapy classes. Group classes were held twice a week for 40 minutes and an additional 20 minutes for a child with cerebral palsy. Fitball exercises were used to reduce muscle spasticity and improve motor function. Passive exercises were used in the classes to increase the mobility of the joints. Duration is 7-15 minutes, number of repetitions 8-10 times for each joint. Exercises were used to strengthen the child's muscular corset. Duration 5-10 minutes, number of repetitions 8-10 times. Gymnastic exercises, exercises with sports equipment, exercises on fitball were also used. For the development of fine motor skills used games: "Lacing", "Mosaic", "Lego", "Beads" and others. Breathing exercises were used according to the method of A.N. Strelnokova (duration 5-7 minutes). Exercises for the performing household movements (dressing and taking off clothes, etc.) and gait training were also used. The article analyzes the results of adaptation of first grade children to school in comparison with those of a child with cerebral palsy.The article demonstrates the positive effect of physical therapy on the adaptation of a child with cerebral palsy in school. His motivation increased from 0.9 to 1.5 points.
