Dance and movement therapy as a method of psychological and pedagogical work with students with limited health opportunities and disabilities as part of adaptive physical education classes

the authors of the article consider dance and movement therapy (hereinafter, DMT) as an effective method of psychological and pedagogical support for students with limited health opportunities and disabilities (OHOD) in the higher education system within the framework of adaptive physical education (APF) classes. The historical background and theoretical foundations of the dance and movement therapy method are analyzed, and the key mechanisms of its impact on the emotional, cognitive, and social spheres of a student with OHOD are revealed. The authors consider the integration of TDT into the educational process as a body-oriented approach that promotes the harmonious development of the individual through movement, music, and group interaction, adapted to the individual needs of students with disabilities. This approach not only improves the physical condition of students in physical education classes, but also contributes to their psychological rehabilitation and social integration. Based on the analysis of modern Russian and foreign studies, the article demonstrates the potential of dance and movement therapy in solving the problems of social adaptation, reducing anxiety, developing communication skills, and improving the psychoemotional state of students with disabilities in adaptive physical education classes. The article notes that dance and movement therapy helps students to develop self-confidence, creativity, and improve their interpersonal relationships. An important aspect is the possibility of using dance and movement therapy in an inclusive environment, where every student, regardless of their physical abilities, can express themselves and find support. The article is intended for psychologists, teachers, specialists in inclusive education, adaptive physical education coaches, and anyone interested in body-oriented therapy. The research materials can serve as a basis for further development of inclusive practices in the higher education system.

dance and movement therapy, students with disabilities, adaptive physical education, inclusive education, psychological correction, social adaptation, body-oriented therapy, and motor activity