Movement is one of the basic human needs. It significantly affects the child's overall development, as it strengthens both the physical and mental health of the individual. Due to the rich mountain world, hiking is one of the most widespread physical activities in Slovenia. Thus, hiking is also a part of the compulsory curriculum for primary school. The program with adapted implementation and additional professional assistance enables the inclusion of physically challenged students in regular primary schools. To be successful in this, a number of adjustments are required, depending on the degree and type of disability. In particular, their disability is reflected in the subject of sport, as movement deficits are their primary problem. In school, hiking is realized through sports days, which are mandatory for all students. It can be fun and relaxing for everyone, as long as we know how to adapt it properly and motivate students for it.
With the master's thesis, we wanted to get an insight into how different teachers at selected primary schools in Slovenia adapt sports hiking days, when there is a physically challenged student in the group. We conducted interviews with four teachers, within which we explored the process of planning and conducting sports hiking days, together with the problems and the challenges teachers are faced with when doing so. We also conducted an interview with two physically challenged students to gain insight into their experience and their desires on the hike.
We found out that in all four schools, teachers include a physically challenged student in a sports hiking day. Everyone takes a companion for the student on the hike and adjusts the time of the hike, taking into account that a physically challenged student will spend more time on the route. In some places, the adjustment is that a physically challenged student was met at the top of the road by a car that provided her with transport back to school. The main difference in planning a hike, when a student with a disability is involved, is that they plan more time for a particular route and provide a person to accompany the disabled student on the hike. The fears and challenges of teachers in involving a physically challenged student in a hike are different: the choice of a suitable route, as it consequently affects how a physically challenged student will follow the group, the safety of students and the timeliness of the route based on students’ abilities, pleasure and desires. We also found out that physically challenged students’ experiences of hiking are different. Neither of them is overjoyed by the hike. For a student who walks independently, the hike seems very strenuous, so he suggests an easier, more gently sloping path, while for a student who uses a wheelchair, the hike does not present physical effort, that’s why she wants to be included. When they go on a hike, they are looking forward to hanging out with their friends the most.
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