Introduction. The article is devoted to the problem of the development of social intelligence in adolescents with mental disabilities, representing the largest group of students with disabilities in conditions of inclusive interaction, including children with mild forms of cognitive impairment. The purpose of the article is to present the author's approach to the implementation of pedagogical technology for the development of social intelligence in adolescents with mental disabilities in inclusive groups on the basis of the All–Russian Children's Center “Smena” (2022–2023).

Materials and methods. The design of the study is based on the analysis of scientific literature devoted to the study of the inner world of a teenager in the aspects of the development of social ideas, skills, competencies; synchronization of the architecture of the subjective image of the human social world with reality; development of social intelligence in formal and informal communities; overcoming social deficits in adolescents with mental characteristics (with autism spectrum disorder, developmental delays, with mild intellectual disabilities and their variants); as well as diagnostic techniques, including observation, testing, methods of analysis and interpretation of the obtained data, modeling of pedagogical reality.

Results. The approbation of the technology for the development of social intelligence in adolescents with mental disabilities made it possible to specify the conditions for its implementation, showed the need to model hybrid (flexible) options for psychological and pedagogical support, providing not only individual work, but also immersion in group (training) forms of work in an inclusive group.

Discussion. The insufficiently developed discourse of the problem under consideration does not allow inclusive educational organizations to concentrate their activities on increasing the social and cultural experience of adolescents with mild forms of cognitive impairment, and hinders the success of inclusion in both educational and leisure interaction formats. Social deficits of adolescents with mental disabilities, being a trigger of social maladaptation, exacerbate secondary developmental disorders and reduce the success of educational achievements.

Conclusion. The implementation of the technology for the development of social intelligence in adolescents with mental disabilities in conditions of inclusive interaction at the All-Russian Children's Center “Smena” was carried out in an integrated approach focused on the values of cooperation, mutual understanding and mutual assistance, which made it possible to create a welcoming atmosphere for all participants in educational relations, to lay the principle of mental diversity in the minds of everyone. The results of the study confirmed the discovered potential of additional education in inclusive educational interaction, allowed us to discover resources to ensure equal access to the socio-cultural environment for all its participants.

The special role of social intelligence as a necessary condition for the formation of a life perspective by adolescents with mental characteristics is emphasized;

The features of the social intelligence of adolescents with mental characteristics are revealed, expressed in: weak differentiation of emotional states in interaction partners, difficulties in understanding the context of what is happening, the predominance of orientation to external signs of an emotional state, weakness in understanding the inner state of another person; difficulties in establishing a connection between an act and its result, unformed ideas about norms and rules of behavior in frequent situations, difficulties in understanding the motive of the partner's behavior; lack of social interests.  

A pedagogical technology has been developed for the development of social intelligence of adolescents with mental disabilities in conditions of inclusive interaction at the All-Russian Children's Center “Smena”, which made it possible to confirm the research hypothesis about the positive potential of an inclusive group through flexible work formats aimed at developing self-regulation techniques, improving emotional manifestations and awareness of the feelings of a communication partner, expanding the social and communicative repertoire.

1. Arshanskaya-Sheshukova O.V. (2018), Psikhologicheskiye usloviya stanovleniya sotsial'nogo intellekta: istoriya i sovremennost' [Psychological conditions for the formation of social intelligence: history and modernity], Obshchestvo s ogranichennoy otvetstvennost'yu “Konsaltingovaya kompaniya Yukom”, Tambov, 85 p. DOI 10.17117/mon.2018.06.01. EDN XUSRFJ (In Russian).

2. Grover R.L., Nangle D.W., Buffie M. & Andrews L.A. (2020), “Defining social skills”, in Douglas W. Nangle, Cynthia A. Erdley and Rebecca A. Schwartz-Mette (eds.), Social Skills Across the Life Span, Academic Press, pp. 3–24. DOI 10.1016/b978-0-12-817752-5.00001-9. (Scopus).

3. Demina L.D. & Luzhbina N.А. (2011), Psihologicheskaya kultura lichnosti: obschepsihologicheskiy kontekst [Psychological culture of personality: general psychological context], Sibirskiy psihologicheskiy jurnal, 40, 60–66. EDN OFFVUT (In Russian).

4. Felver J.C., Clawson A.J., Morton M.L., Brier-Kennedy E., Janack P. & DiFlorio R.A. (2019), “School-based mindfulness intervention supports adolescent resiliency: A randomized controlled pilot study”, International Journal of School & Educational Psychology, vol. 7, no. 1, pp. 111–122. DOI 10.1080/21683603.2018.146172. (ESCI, Scopus).

5. Savenkov A.I., Savenkova T.D. (2023), Podgotovka buduschih pedagogov k formirovaniyu socialnogo opyta v socialnoi srede [Preparing future teachers for the formation of social experience among schoolchildren in a digital environment], Pedagogicheskoe obrazovanie i nauka, 4, 24–29. DOI 10.56163/2072-2524-2023-4-24-30. EDN VAMDVE (In Russian).

6. Holodnaya М. А. (2020), Mnogomernaya priroda pokazateley intellekta i kreativnosti [The multidimensional nature of intelligence and creativity indicators: methodological and theoretical implications], Psihologicheskiy jurnal, 41, 3, 18–31. DOI 10.31857/S020595920009342-2. EDN ODSNUV (Scopus, WoS, RSCI). (In Russian).

7. Chesnokova O.B., Churbanova S.M. & Molchanov S.V. (2019) Professionalnoe samoopredelenie v yunoscheskom vozraste kak strukturny component buduschego professionalizma: sociokognitivnye i kreativnye factory [Professional self-determination in adolescence as a structural component of future professionalism: sociocognitivnye and creative factors], Kulturno-istoricheskaya psihologiya, 15, 4, 109–118. DOI 10.17759/chp.2019150411. EDN PEYVKC (Scopus, WoS, RSCI). (In Russian).

8. Davydova E.Yu. & Sorokin A.B. (2016), Zhiznennye kompetencii v kontekste planirovaniya obucheniya detey s rasstroystvom autisticheskogo spektra [Life competencies in the context of educational planning for children with autism spectrum disorders], Psihologicheskaya nauka i obrazovanieие, 21, 3, 120–130. DOI 10.17759/pse.2016210314. EDN: WLYVTR (Scopus, WoS, RSCI). (In Russian).

9. Kalinina N.V. (2008), Socialnaya kompetentnost mladshego shkolnika: formirovanie konstruktivnyh povedencheskih strategiy [Social competence of a primary school student: the formation of constructive behavioral strategies], Uchenye sapiski Pedagogicheskogo instituta Saratovskogo gosudarstvennogo universiteta imeni N.G.Chernyschevskogo, “Seriya. Psihologia. Pedagogika”, 3-4, 7–13. EDN MTELYT. (In Russian).

10. Besi M. (2019), “Transition to primary school: the importance of social skills”, SSRG International Journal of Humanities and Social Science, vol. 6, no.1, pp. 33–36. DOI 10.14445/23942703/IJHSS-V6I1P107.

11. Skura, M. & Świderska J. (2021), “The role of emotional intelligence of teachers and social competencies of students with special educational needs”, European Journal of Special Needs Education, vol. 37, no.3, pp. 1–16. DOI 10.1080/08856257.2021.1885177. (Scopus, WoS).

12. Kuzmina T.I. (2019), Issledovanie samosoznaniya lic s narusheniem intellekta posredstvom situacionnoy metodiki [The study of self-awareness of persons with intellectual disabilities through situational techniques], Sistemnaya psihologiya i sociologiya, 4 (32), 39–51. DOI 10.25688/2223-6872.2019.32.4.04. EDN ZDQFVJ (In Russian).

13. Nikolaeva I.А. (2008), Subektivnyi obraz socialnogo mira kak reprezentaciya socialnoy situacii razvitya lichnosti [The subjective image of the social world as a representation of the social situation of personality development], Vestnik Kurganskogo gosudarstvennogo universiteta, 12, 71–78. EDN NRDHBX (In Russian).

14. Jacob U.S., Edozie I.S. & Pillay J. (2022), “Strategies for enhancing social skills of individuals with intellectual disability: A systematic review, Frontiers in Rehabilitation Sciences, vol. 3, 968314. DOI 10.3389/fresc.2022.968314.

15. Steblyak E.A., Gassenrik E.A. & Tolstushenko K.M. (2016), Formirovanie socialno-vremennyh predstavleniydetey i podrostkov s intellektualnoy nedostatochnostiyu [Formation of socio-temporal representations of children and adolescents with intellectual disabilities], Vestnik Omskogo gosudarstvennogo universiteta. Gumanitarnye issledovaniya, 3 (12), 98–101. EDN XAYTIZ (In Russian).

16. Chizhova Yu.V. (2021), Osobennosty zhiznennyh kompetenciy u uchaschihsya s rasstroystvfmi autisticheskogo spektra [Features of life competencies in students with autism spectrum disorders], Problemy sovremennogo pedagogicheskogo obrazovaniya, 72-4, 286–288. EDN DSQCLM (In Russian).

17. Karabanova O.А. & Malofeev N.N. (2019), Strategiya razvitiya obrazovaniya detey s OVZ: po doroge k realisacii kulturno-istoricheskogo podhoda [Strategy for the development of education for children with disabilities: on the way to the implementation of a cultural and historical approach], Kulturno-istoricheskaya psihologiya, 15, 4, 89–99. DOI 10.17759/chp.2019150409. EDN: DACJMX (Scopus, WoS, RSCI). (In Russian).

18. Calikova I.К. & Pahotina S.V. (2019), Nauchnye issledovaniya po voprosam formirovaniya soft skills (obzor dannyh v mezhdunarodnyh bazah Scopus, Web of Science) [Scientific research on the formation of soft skills (review of data in the international databases Scopus, Web of Science)] Образование и наука. 21, 8, 187–207. DOI 10.17853/1994-5639-2019-7-187-207. EDN IIPUUE (WoS, Scopus). (In Russian).