Keyword: «socialization»

The article is devoted to the problem of forming communication skills of students with intellectual disabilities, their specifics in interaction with other people. It emphasizes the importance of developing these skills for social adaptation and integration of such children into society. Means of communication skills were identified: the ability to interact, the ability to listen carefully and analyze information, the ability to clearly express their thoughts and justify their position. It also considers the use of didactic games in the classroom in auxiliary institutions in order to develop communication skills, activate speech and cognitive activity of students.

The article deals with the development of cooperation skills in junior schoolchildren with autism spectrum disorder in the system of additional education as a key factor of their socialization. Methods for overcoming communication barriers are highlighted. The practice of reducing undesirable behavior, increasing involvement in the learning process and forming the basis of social interaction through structured activities and tutor support is studied.

Extracurricular activities in a correctional school for children with intellectual disabilities play a key role in their socialization, development of adaptive skills and correction of cognitive and emotional-volitional disorders. The article examines the regulatory framework for organizing extracurricular activities, including the Federal State Educational Standard and Sanitary Rules and Regulations, and analyzes key areas such as the Safe Roads of Kuban program, ABC of Health and career guidance. Particular attention is paid to adapted methods, including visual and practice-oriented forms of training, as well as interaction with parents and social partners. The effectiveness of extracurricular activities depends on consistency, an individual approach and interdisciplinary interaction.

This article addresses the challenges of developing social and personal competencies in primary school-aged children with intellectual disabilities. It highlights the potential of extracurricular activities as an effective pedagogical tool within correctional and developmental education. The authors outline the psychological and pedagogical conditions that most effectively support the development of these competencies. They also categorize the most effective extracurricular activities designed to foster harmonious personality development, communication skills, behavioral strategies, and adaptive social abilities in this group of children. The materials of the article may be of interest to defectologists, teachers, and psychologists working with children with intellectual disabilities.