The implementation of integrated education for high school students of different nosological groups

The article deals with the problem of integrated education for high school students of different nosological groups (on the example of physical training). On the basis of the analysis of literature sources and practical training for students with disabilities the following conclusions were made: а) physical training in inclusive education of senior students should include encouragement and motivation, correction of motor disorders, exercising of physical qualities; b) the integrated education for senior high school students of various nosological groups faces the methodological, psychological, pedagogical, and social challenges. The challenges are caused by the necessity to use special approach for each nosological group of students, special methods of teaching, connected with particular disabilities as well as with unpreparedness for this type of education both students and teachers. To solve these problems the integrated training of teenagers based on the interdisciplinary nature of education.use the training is used. In the article methods and results of empirical study of strengths and weaknesses of integrated research for senior students of various nosological groups such as "brain storming", SWOT-analysis; expert assessment are presented. The educators in the area of physical training (160 instructors) participated in the research, and as a result the matrix of the strengths and weaknesses, threats and opportunities of integrated teaching in the context of inclusive education, was formed. On the basis of the received data, the author puts forward the suggestions for improving the integrated education of physical training. It should be started from the educator's training based on the humanistic principles in teaching students with disabilities as well as psycho-pedagogical support for the formation and development of personal qualities, to help students with disabilities successfully adapt in society.