Inclusive physical education in the system of secondary vocational and higher education

Introduction. The article aims to develop the methodological foundations for adapting the «Physical Culture» discipline for educational organizations that combine secondary vocational and higher education programs in the context of inclusive learning. Purpose setting. The main objective is to systematize modern models and pedagogical conditions of inclusive physical education, followed by their adaptation to the specifics of a multi-level student body. Methodology and methods of the study. The research methodology is based on the social model of disability, the principles of Universal Design for Learning (UDL), and a competency-based approach. The following theoretical methods were used: scientific literature and regulatory documents analysis, comparative legal analysis, and systematization of advanced pedagogical experience. Results. The results include characterization of three key models in inclusive physical education (integrative, modular-elective and UDL), identification of necessary pedagogical conditions system (professional competence of lecturer, program adaptation, interdisciplinary interaction) and description of effective adaptive technologies. Based on the analysis, specific methodological solutions for implementation into the educational process are proposed, such as introducing inclusively oriented elective modules, differentiating programs by educational levels, and organizing inter-level projects. Conclusion. Research prospects are associated with empirical testing of the proposed solutions at the Siberian University of Consumer Cooperation, developing criteria for assessing inclusive competence of lecturer and comparative study of models’ effectiveness in various educational organizations.

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