The use of outdoor games in an inclusive group of primary school students

The article considers the applicability of outdoor games in a group comprising children of primary school age in an inclusive model of education. The legislative and regulatory bases of inclusive education in our country is presented; the basic contradictions in the implementation of the inclusive model of education services are considered. The use of outdoor games in an inclusive group of primary school students is justified by the fact, that these students, due to deviations in health status, have special educational needs. Even though the need to move is one of the most important biological needs of all children, the orientation to health preservation is an essential condition for work organization in inclusive groups. Outdoor games are not only an obligatory component of the educational program on Physical Education, but they are also a part of correctional and developmental component, which is provided in inclusive groups and is aimed at overcoming the existing gaps in the development of students with special educational needs. Outdoor games contribute to the student's physical development, to the increasing of their base of motor skills, to the education and recovery of all participants. If outdoor games within inclusive students groups are properly organized and conducted, these lessons will not only correct the physical development indicators, but also will cultivate moral qualities, allowing for both students demonstrating normal development and their peers with special needs, to create their own experience of interaction.