Students with mild intellectual disabilities are included in special education services where the educational process is adapted according to their needs. Compared to their peers, their development is slower, in motor development this difference becomes clear already in preschool. They move less and are prone to secondary health issues. Movement is beneficial to children who need from one to two hours of physical activity daily during the developmental stage. In primary education students associate movement with the physical education class where their physical and motor development is tracked in physical fitness report. The covid- 19 epidemic caused schools to close and the educational process had to be executed online. This caused several problems in different areas of and individuals functioning.
This work centers on the effect the absence of physical activity and with it the overall absence of movement has had on the motor skills and physical characteristics of students with mild intellectual disabilities who receive special educational services with lower educational standards. In the empirical part of this work we compared the results of the 2018/19 school year physical fitness report with the results of the 2019/20 results which were acquired after a two month period of distance education. By comparing the results in the selected sample, we wanted to find out how each individual student scored in the field of motor skills and physical characteristics and if there were any significant difference in different areas of measurement. We came to the conclusion that the results of the motor skills vary, some of them showed and increase and some showed a decrease in skills. On an individual level, we found that results have improved on the second testing for more than a half of the study participants.
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