Abstract:

Inclusive education is a priority of the modern education system, which aims to ensure that every student has the right to learn together and receive a high-quality education that meets their individual needs. Physical education is not only a means of developing physical abilities, but also a means of promoting inclusion, emotional well-being, self-esteem, and social integration (Szabo et al., 2020). Studies show that the physical and psychomotor indicators of students with special educational needs are often lower than those of their peers without developmental disorders. These differences can affect emotional well-being, self-confidence, levels of physical activity, and social participation. Therefore, in physical education classes, it is particularly important to purposefully apply inclusive methods that help improve psychomotor reactions (Szabo et al., 2020; Hladush et al., 2021). Methodical and targeted training of the psychomotor reaction speed can help these students participate more safely, confidently, and actively in the education process and daily activities, which reflects the principles of inclusive education. Problem-based research question: which physical education method or exercise system has the greatest impact on the change in the psychomotor reaction speed of students with special educational needs when applying inclusive education practices in physical education classes?

Research aim:
To identify physical education methods that improve the psychomotor reaction speed indicators of students with special educational needs.

Research objectives:
1. To analyse the principles of inclusive education and their implementation in physical education classes from a theoretical perspective, to justify the concept of students with special educational needs and the characteristics of physical education.
2. To investigate changes in the psychomotor reaction speed indicators of students with special educational needs before and after the application of a physical education exercise programme.

Research methods:
Analysis of scientific literature sources; testing – assessment of the psychomotor reaction speed indicators (based on and adapted from the assessment method developed by Huerta Ojeda et al. (2022)); BlazePod© wireless LED light device was used to measure eye-hand and eye-foot reaction speeds; expert assessment. An external evaluator observed the tests and took notes.

Research organisation, sample, and sampling principles:
The study was conducted between the 27th of February and the 31st of March, 2025, and it involved 18 pro-gymnasium school students aged 7-9, who have special educational needs.

Key research results:
Using different physical education methods, the psychomotor reaction speed indicators improved slightly in all groups when comparing the results before and after the study. The results of the study show that the application of different physical education methods and educational environments has a positive effect on the development of psychomotor skills and physical characteristics of students with special educational needs. It can be argued that inclusive physical education, using differentiated and individualised exercises, contributes to improving the psychomotor reactions of students with special educational needs, increases their engagement, self-confidence, and social participation, which is in line with the aims of implementing the principles of inclusive education in general education schools.

Keywords:

Inclusive education, physical education, psychomotor reactions, special educational needs.