Inclusive Physical Education for Schoolchildren, Internally Displaced Persons.

Abstract

Topicality. Inclusive physical education is an important aspect of the education system that ensures equal access to physical activities for all children, including those who have experienced the trauma of war. The aim is to highlight the significance of inclusive physical education for displaced children; establish the specifics of working with them; examine the impact of social-emotional and physical challenges these children face in the new learning environment; identify modern theories, approaches, and methods in inclusive education and physical education for displaced children, as well as their psychophysical rehabilitation. Methods. The analysis of scientific articles and online data was conducted. The methods of synthesis and generalization of data were applied. Results. In times of war, it is important to develop inclusive physical education methodologies that take into account the physical, psychological, and social needs of children, particularly internally displaced persons. This enables the creation of equal opportunities for all children and supports them in the processes of physical rehabilitation, socialization, and psychological recovery. Inclusive physical education, which combines adapted physical exercises with therapeutic methods, is a vital tool for helping children who have experienced the trauma of war. It not only promotes their physical development but also supports emotional recovery and social integration. Physical exercises adapted to the needs of children affected by war can significantly reduce stress, anxiety, and aggression levels, as well as foster collaboration and mutual support among children, particularly among displaced persons. This enhances their motivation for physical activity and helps overcome social barriers, contributing to emotional recovery. Inclusive physical education helps children who have experienced war, especially displaced children, overcome social barriers by establishing connections with peers and improving teamwork skills through group interaction. The development of organizational and methodological approaches in teaching is essential for improving physical education and rehabilitation outcomes during the Russian-Ukrainian war. Conclusion. The issue of inclusive physical education for displaced schoolchildren remains important but under-researched. These children may not have experienced direct traumatic impacts from combat, yet they suffer from a combination of factors affecting their well-being.