Theoretical principles of forming health-preserving competence of students with special educational needs
DOI:
https://doi.org/10.15587/2519-4984.2025.348059Keywords:
health-preserving competence, students with special educational needs, healthy lifestyle, health-preserving competence formation, health-preserving competence component, health-preserving competence criterion, health-preserving indicator for students with special educational needsAbstract
The article substantiates the theoretical foundations of the formation of health-preserving competence in students with special educational needs. Health-preserving competence is analyzed as the ability of a student to use the system of health-preserving competencies in an appropriate situation, to be careful about their health and the health of others. Health-preserving competence is quite important for students with special educational needs, who require taking into account the specifics of their psychophysical development, the use of health-preserving measures with appropriate methods and techniques aimed at their systematic medical support and psychological and pedagogical support. Physical activity has a positive effect on the health of students with special educational needs, their cognitive and behavioral sphere, therefore the implementation of health-preserving training programs that take into account the individual capabilities of children, and the formation of their health-preserving competence is a particularly relevant issue in special education. The structure of health-preserving competence of students with SEN includes the following main components: cognitive, personal and activity. The formation of health-preserving competence involves the acquisition by students with SEN of the skills to strengthen, preserve and take care of health in everyday life. The pedagogical conditions for the formation of health-preserving competence of students with SEN are: conscious assimilation of knowledge about a healthy lifestyle; consideration of valeological knowledge in the content of education; development and implementation of an elective or integrated course of valeological orientation in the educational process; participation of students with SEN in extracurricular activities that expand their knowledge about a healthy lifestyle, increase motivation to follow health rules; use of interactive educational methods in the formation of health-preserving competence of students with SEN
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