Scientific And Pedagogical Principles Of Conceptual Modeling Of A Methodology For Developing Educational And Social Activity In Primary School Students With Intellectual Disabilities

Abstract

This article examines the scientific and pedagogical principles underlying the conceptual modeling of a methodology for developing educational and social activity among primary school students with intellectual disabilities. The principles are systematized with consideration of students’ cognitive, perceptual, communicative, and practical capacities. Particular attention is given to cognitive clarity and simplification of content, reliance on visual supports, multimodal perception, step-by-step guidance and variable repetition, individualized pace and workload, positive pedagogical support and encouragement, and the development of independent activity. The content and functional significance of each principle are revealed, while their interrelationship within an integrated methodological system is substantiated. The proposed approach is aimed at creating pedagogical conditions that facilitate students’ understanding of educational information, gradual mastery of activity procedures, transfer of acquired skills to new situations, participation in collaborative activities, and progressive development of independence.