Keyword: «social interaction»

The article examines the experience of passive, active and transforming social practices in the youth tour "Volzhsky sail 'bureau to provide students opportunities for the manifestation of social activity.

Social intelligence is one of the most important factors of successful social adaptation of a person; this concept reflects the level of ability to understand other people, predict the consequences of social interaction, as well as build their own behavior depending on the situation for productive interaction with the social environment. This article is aimed at studying the features of the social intelligence of adolescents studying in a residential educational institution.

The article examines the development of communication in children with ASD in an inclusive environment. Of particular importance is the renewal of the education and training system in an inclusive environment. The main objective of inclusive education is to prepare a child with ASD for trouble-free inclusion in all types of social life, to adapt to society, and to develop communication skills. To date, many recommendations and guidelines have been created for interacting with children with autistic disorders in an inclusive educational organization. These recommendations and guides help children adapt to school life and develop communication skills. Heads and staff of educational institutions are trained to successfully create an inclusive environment. This is done so that children with ASD have the opportunity to develop, interact with other members of society, and most importantly, to socialize.

The article examines the problem associated with the creation of special conditions in preschool educational institutions for the expansion of social interactions among older preschoolers with mental retardation (DD), the formation of socially acceptable behavior, and a positive emotional reaction to participation in socially useful activities. A systematic approach to solving the problem is proposed, which includes not only education, but also the full involvement of children with ASD in socially useful activities through integrative forms of interaction. The article describes the technology of organizing and conducting integrated classes with children aged 6-7 years, aimed at developing the necessary competencies for social activity, taking into account the specifics of their development, their educational needs and capabilities.

In this paper, we propose to consider dance rhythms as a component of complex therapy for children with autism. As we know, autism spectrum disorders are caused by the problem of communication with the outside world, social interaction and the presence of anxiety of various typologies. It is contact through physical activity that can help children to know themselves, as well as improve the skill of interacting with society. From this, we can conclude that non-verbal communication, one of the forms of which is rhythm, can be effectively used to correct negative manifestations of autism, as well as an auxiliary means of interaction between the child and the outside world.