PEDAGOGICAL CONDITIONS FOR CONDUCTING ATHLETICS CLASSES WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

This article examines the pedagogical conditions required for conducting athletics classes with children with special educational needs in an inclusive educational environment. The study emphasizes that athletics, as one of the most accessible and flexible areas of physical education, can serve not only as a means of developing motor abilities, but also as an effective pedagogical tool for social adaptation, emotional stability, self-confidence, and communicative activity. The article analyzes the importance of differentiated instruction, individualization of physical load, safe organization of exercises, psychological support, and cooperation between physical education teachers, special educators, psychologists, parents, and medical specialists. Particular attention is paid to the adaptation of running, jumping, throwing, relay, and coordination exercises according to the functional abilities and educational needs of children. The research highlights that inclusive athletics classes should be based on the principles of accessibility, gradual progression, emotional encouragement, peer interaction, and respect for individual differences. The article concludes that the effectiveness of athletics classes for children with special educational needs depends on the creation of a supportive pedagogical environment, the professional competence of teachers, the use of adapted methods, and systematic monitoring of students’ physical and social development.