Evaluating the Effectiveness of Distance Learning Physical Education for Disabled Students

The article discusses the effectiveness of the application of the distance learning program at the level of the functional state and reserve capacities of the organism of students with disabilities: for 12 students of 17-19 years old with idiopathic structural scoliosis of II and III degrees of S-shaped type, engaged in a full-time program (stage I) and for the same students studying remotely (stage II), it was studied the functional indicators of the cardiovascular and autonomic nervous system, the function of external respiration, the tone of the paravertebral muscles of the back and neck, as well as indicators of strength and endurance. Then a comparison was made of the studied indicators of stages I and II. It is shown that distance learning has a negative impact on the health of students: hypertonicity of the muscles of the back and neck significantly increases almost twice (the most sensitive is the cervicothoracic


Introduction
Distance education (DE) "is provided using mix of educational technologies, in which mediated interaction of the student and the teacher is made independently from their location on the basis of pedagogically organized information technologies, firstly with the usage of telecommunication tools" (Andreev, 2012) is regulated by Federal Law of the Russian Federation "On Education in the Russian Federation" (Law of the Russian Federation N 273-FZ, 2012), by order of the Ministry of Education and Science of Russia "On the implementation of additional professional programs and with the usage of DE programs, electronic education and in online form" (Ministry of education and science of the Russian Federation, 2014) and also by GOST R 52653-2006 "Information andcommunication technologies in education. Terms anddefinitions" (National Standard of the Russian Federation, 2008).
Under distance educational technologies (DET) we understand "educational technologies, realized with the usage of informational and telecommunication technologies (ITT) with mediated (at distance) or not completely mediated interaction of the student and the teacher" (Andreev, 2012).The materially technical base for providing electronical education and DET is a telecommunication network, educational website and electronical librarian system.
As a rule, institutions of higher education make possibilities of DE mostly by using one of such platforms as MOODLE and/or Microsoft Teams (MT) (Terentieva, 2019).These platforms are functional and intuitively are easy for understanding, they allow listening to lectures online or in recording, receive and give tasks, take part in "live" seminars and practical tasks.Teachers and students of Moscow Aviation Institute (National Research University) (MAI) also interact on two platforms: LMS MAI ("learning management system"), development and support of which is controlled by electronical education management of MAI and Microsoft Teams (MT).LMS MAI was developed in 2006 and up to nowadays it has been through 6 modernizations, received intuitively understandable navigation, enriched actual content in connection with what it received the biggest spread.From the 2014-2015 academic year, a number of disciplines, including lecture course and practical exercises, were partially implemented in the form of DE, and from March 17, 2020 they were completely transferred to a distance format.However, implementation of DET in educational process, despite its actuality, still has not received proper development.The experience of DE successful usage in terms of teaching linguistics, economics and law is undoubtedly useful, however, it cannot be mechanically transferred into the educational process in all subjects without exception, especially for students with disabilities and disabled people.Thus, there is the contradiction between the necessity of developing new educational models, integrating distance and traditional technologies and the lack of scientifically methodical base and technologies practical realization, which will allow moving to a new level of training that meets the requirements of modern society.The existence of these contradictions convinces us of given research problem.
Article's goal is to study the features of the implementation of information and communication technologies in the environment of DE in aviation university for students with disabilities.

Methodology
Research was made on 12 students (6 boys and 6 girls) from MAI, with disabilities, in the age of 17-19.All these students have a diagnosis: idiopathic structural scoliosis of II and III degrees of S-shaped type (I, II type according to King) (King et al., 1983).Surveys were made in three stages.At the first stage, the functional indicators of the cardiovascular system and the function of external respiration, changes in the tone of the paravertebral muscles of the back and neck, as well as power indicators, endurance and general physical performance of students with disabilities were studied.On the second stage we studied DE program impact on the same students, using ITT program.On the third stage there was made a comparison of studied indicators of the first and second stages.
Myotonometric examination was carried out in eight symmetrical paravertebral points: PC 29 -"hsin-shi" localized at the level of the C3 segment, V14 -"jue-yin-shu" located on the broadest muscle of the back (m.latissimus dorsi) at the level of the Th4 segment, V24 -"qi-hai-shu", localized 5 cm lateral to the spinous process of the III lumbar vertebra and V29 -"chzhong-lui-shu", located at the level of paired holes on the anterior surface of the sacrum, the place where the anterior branches of the sacral spinal nerves exit (sacral foramina) (Luvsan, 1990).The tone was assessed by the resistance that the muscle has when the myotonometer probe is immersed in it according to the standard method (Ivlijeva et al., 2005).The magnitude of the tone is expressed in conventional units according to Shore (Ivlijeva et al., 2005).To measure the static endurance of the muscular groups of the trunk (back, abs, oblique muscles of the abdomen, etc.), the time of maintaining the posture in the supine position with fixation of the limbs was recorded (Romanenko, 1999).Dynamic strength was assessed by the number of understandings of the body from the supine position: on the back, abdomen and on the side with the partner fixing the legs (Romanenko, 1999).The calculations and graphic design of the data obtained in the work were carried out using the "STATISTICA -10.0" software package and Microsoft Excel.The choice of a criterion for testing statistical hypotheses and measures of central tendencies was carried out using the Shapiro-Wilk test.Then, a pairwise comparison of the groups was performed using the parametric Student's test.

Results
The results of the conducted research indicate that classes with the use of ITT for students with disabilities in full-time and distance programs have a number of fundamental differences in most of the studied functional indicators of the body.
For studying changes' dynamics, we consider every stage separately.On the first stage, anthropometric data (body weight (BW)), its length and body mass index (BMI) in students   1, DE format does not show the following significant changes: BMI and BM increased, DPs increased by 3.32% (p≤0.01), and BPd decreased by 8.01% (p≤0.01), at the same time, the sympathetic influence of the autonomic nervous system -VIK -is traced: 1.24 ± 0.05 conventional units.
Before starting the experiment all students were dominated by the sympathetic circuit of regulation of the autonomic nervous system: vegetative index Kerdo -1.09 conventional units.By the end of the first stage, the tone of the nervous system shifts by 4.08% (p≤0.05)towards the normotonicity of 1.04 conventional units.It has been shown that systematic physical training exercises significantly reduce HR by 12.71% (p˂0.05),DPs and BPd by 4.58 and 8.65% (p≤0.05-0.01),respectively.RR decreases slightly, TV increases by 4.53% (p≤0.05),MBV and PV increase significantly by 21.94% (p≤0.05) and 13.47% (p≤0.01),respectively.
There should be paid attention to the fact that in intact condition of all examined had indicators of respiratory function (RF) are much lower than normal people, because it is known that the presence of a costal-vertebral hump and deformation of the chest in idiopathic scoliosis lead to a weakening and asymmetric dysfunction of the muscles of the trunk, a decrease in the volume of the chest cavity, and the appearance of respiratory failure (Parkhomenko et al., 2013).
Comparison of relative changes (%) of indicators of cardio-respiratory system and physical working capacity of SMG students, working in full-time and distance programs shows that the most significant differences are found on the indicators of HR, TV, MBV, physical performance and endurance.
In the result of research of the muscle tonus there was found that differences, which were received on the I and II stages in points are valuable (p≤0.05-0.001).There was fixed that classes in full-time form truly decreases muscle tonus in cervical spine from 10.01% to 16.38% (p≤0.001), in the thoracic spine from 22.81% to 25.84% (p≤0.001), in the lumbar spine symmetrically by 28% (p≤0.001), in sacral from 16.62% (p≤0.05) to 22.80% (p≤0.001)(Table 2).While analyzing data of the II stage, there was found that DE does not reduce muscle tonus, but in contradiction, increases it: in the cervical spine from 63.35% to 100.44% (p≤0.001), in the thoracic spine from 51.02% to 75.81% (p≤0.001), in the lumbar spine almost twice, and in the sacral spine from 68.14% to 109.49% (p≤0.001)(Table 2).Such an increase in tone, in our opinion, is caused by insufficient motor activity, prolonged sitting at a computer desk in an uncomfortable position.
Comparison of relative changes (%) indicators of muscle tone has shown that the most sensitive to changes were muscles of cervicothoracic and lumbar spine.
Analyzing changes of students' muscles strength endurance, we point out that on the I stage strength of both hands' wrists muscles has increased by 10% (p≤0.01),static endurance of the back and abdominal muscles by 15.26% (p≤0.01) and dynamic endurance of these muscles did not change significantly.The power endurance of the oblique muscles of the abdomen on the right (static and dynamic) did not have a significant increase, but on the left it increased by 7.86% and 22.55% (p≤0.01),respectively (Table 3).relation to the endurance of the oblique muscles of the abdomen: the gain was from 2 to 8% (p≤0.01)(Table 3).

Discussion
Advantages and logic of creating DET for providing it to students of different directions of preparation and specialties are the way of researching scientifically methodical character of different spheres: sociological, technological, humanitarian, medical, etc. (Tikhonov and Konovalova, 2020).
For the last five years' profile publications and collections of conference were shown as multiple scientific works in this problem.However, works, which prove the effectiveness of impact of DE on the students' health, is really small, and opinions of scientists are arguable.
More and more in foreign publications there is mentioned term "rethink education".In the work of Professor Andy Hargreaves there is a serious concern of the youth and teachers' physical health, who are on the stage of DE (Hargreaves, 2020).
Organization of economic cooperation and development (OECD) carefully estimates education technologies' advantages.The education sphere leader of OECD Andreas Schleicher pointed out the opinion that "educational systems have to pay attention the fact that technologies should not make the existing inequality in access and quality of education" (Schleicher, 2018).
Russian authors E.V. Lukina and N.E.Zhitnikova (Lukina and Zhitnikova, 2017) suppose that DE significantly makes the process of non-personal communication easier and get rid of many problems of psychological character, if the student has chronic diseases and/with disabilities.V.I.Yarmolinsky points on the possibility of distance monitoring of health condition of students with disabilities with the usage of "portable tools" of medical microelectronics for pulse control, blood pressure, heart rate variability, respiratory parameters, blood glucose concentration, blood oxygen saturation, etc.These tools are becoming more compact, handy and cheaper.There are developing mobile applications, providing reception and primary analysis of parameters, which are estimated by instruments and their transportation to distance server.Use of such instruments and applications completes the same educational function, increasing the knowledge circle and skills in questions of self-control of students with disabilities and teachers (Yarmolinsky, 2016).
The received data is agreed with previous researches and quite understandable from the point of view of muscular neurodynamics.A decrease in the tone of the paraverteral muscles of the cervicothoracic and lumbosacral spine, the elimination of local muscle hypertonia leads to the normalization of afferentations from the muscles in the chains of myocardial, myovascular and miorespiratory reflexes.The result of the harmonization of reciprocal relations of the muscles of the arms, chest and shoulder girdle is the improvement of their coordination and strength capabilities (Tarabrina, 2010;Polevoy and Strelnikowa, 2020).
Authors show that the distance course in organizationally contestable providing of educational process of students with disabilities must be based on the necessity of the students' activity and act on the principle of return connection with the following correction, when the teacher analyzes and methodically corrects, making teacher impact, in connection with the received data (Meinert et al., 2020;Polevoy, 2019).
We suppose that accent on theoretical and methodically practical information, formed on DE course, fostered student self-participation in organizing of the educational process, which had a positive but insufficient effect on the functional state and reserve capabilities of the body, and the level of health in general.

Conclusion
We suppose that DE, in professional preparation of students with disabilities of different specialties with the usage of any platform, also platforms Moodle and LMS, are not able to provide equal change to full-time classes.That is why traditional form of classes stays the leading one for students with deviations in the state of health.It is shown that students with disabilities studying distance learning have worse performance indicators of the cardiovascular system and function of external respiration decreases, increase in muscle tone causes spasm and edema of the periarticular tissues in the region of the back and neck, oxygen supply to the brain is disrupted, and the venous outflow of blood containing non-oxidized decay products decreases, muscles "acidify" and, consequently, decreased mental and physical performance.However, there should be pointed out that distance (inclusive) classes is not interchangeable for students with disabilities and disabled people, especially in the presence of complex, multiple diseases.The curriculum of MAI provides for the study of many course in a distance format with an emphasis on the theoretical and methodological block, therefore, we consider it logical to further develop and place programs for this category of students precisely on distance learning platforms.
Evaluating the Effectiveness of Distance Learning Physical Education for Disabled Students.-Eduweb, 2021

Table 1 .
Changes in indicators of anthropometry, cardio-respiratory system and physical working capacity of students with disabilities, students in full-time and distance learning programs.HR is the heart rate; VIK is the vegetative index KerDE; DPs is the systolic blood pressure; BPd is the diastolic blood pressure; PP is the pulse pressure; RR is the respiratory rate; TV is the tidal volume; MBV is the minute breathing volume; VCL is the vital capacity of the lungs; PV is the pulmonary ventilation; HI is the Hildebrant index; PWC170 is the physical performance; MOC is the maximum oxygen consumption; * -p≤0.05;** -p≤0.01;*** -p≤0.001reliability of differences Student's t-test As it is shown in the Table

Table 2 .
Changes in the tone of the muscles of the back and neck in students with disabilities enrolled in full-time and distance learning.

Table 3 .
Changes in the indicators of static and dynamic strength endurance of the muscles of students with disabilities in full-time and distance learning programs.