Inclusive education and healthy lifestyle: adaptive pedagogical techniques for achieving success indicators

Abstract

Currently, inclusive education and a healthy lifestyle (HLS) are two critically important areas that significantly affect the development of a person and society as a whole. Integration of these areas is especially relevant in the Russian educational space, where, according to Rosstat data for 2020, 12% of students experience learning difficulties due to psychophysiological features. At the same time, the level of physical activity in the age group from 18 to 24 years is only 34.7%, which is significantly lower than the recommended standards of the World Health Organization (WHO). The research is aimed at developing adaptive pedagogical techniques that could jointly solve both of these issues. Through the use of quantitative and qualitative research methods, such as document analysis, surveys and interviews with teachers and students, as well as the use of neural networks for data processing, this article offers comprehensive solutions for Russian educational institutions. Inclusive education is the cornerstone of the Education for All (EFA) program. It is based on the principle of ensuring the participation of all students, not just a select few, and therefore contradicts the idea of focusing only on certain groups of students. An inclusive education policy usually includes several components, such as ensuring that principals are responsible for the education of all students regardless of their needs, providing education to all students in age-appropriate settings, and creating an inclusive policy that promotes high results for all students.