Model of socialization of students with intellectual disabilities in individual education

Abstract

The article reveals the mechanism of socialization and social adaptation of students with intellectual disabilities through the inclusion of normotypical peers in the environment, since inclusive education is considered as one of the conditions for the implementation of GEF education of children with intellectual disabilities. Children with severe disabilities who study at home require special attention. For the socialization of such children, the authors developed and theoretically substantiated a model for the inclusion of schoolchildren with disabilities in individual education in the environment of normotypical peers. This model is represented by three clusters that describe goals, objectives, approaches, principles, forms, conditions of implementation, as well as criteria and methods for evaluating results.