ADAPTATION OF ATHLETICS CLASSES FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN THE CONTEXT OF INCLUSIVE EDUCATION

This article examines the adaptation of athletics classes for students with special educational needs in the context of inclusive education. The relevance of the topic is determined by the need to create equal opportunities for participation in physical education, where each learner, regardless of physical, sensory, cognitive, or emotional differences, can develop motor skills, social interaction, self-confidence, and personal independence. Athletics is considered one of the most accessible types of physical activity because it includes natural movements such as walking, running, jumping, and throwing, which can be modified according to the individual capabilities of students. The article analyzes pedagogical, methodological, organizational, and psychological aspects of adapting athletics lessons in an inclusive environment. Special attention is paid to differentiated instruction, safety, individualized load regulation, the use of assistive equipment, cooperative learning, and the formation of a supportive educational atmosphere. The study emphasizes that effective adaptation does not mean simplifying the educational process, but rather creating flexible conditions that allow every student to achieve meaningful progress. The article also highlights the role of the teacher in planning inclusive athletics activities, assessing students’ abilities, preventing exclusion, and encouraging participation through positive motivation. The findings show that properly adapted athletics classes contribute not only to physical development but also to social integration, emotional stability, communication skills, and the development of an inclusive culture in educational institutions.