PEDAGOGICAL FACTORS IN DEVELOPING SOCIAL ACTIVITY AND CIVIC RESPONSIBILITY AMONG CHILDREN WITH DISABILITIES
Keywords:
Children with disabilities, social activity, civic responsibility, civic education, social participation, inclusive education, self-determination, social competence, civic engagement, pedagogical factors.Abstract
The development of social activity and civic responsibility among children with disabilities is an important component of their socialization, personal autonomy, and meaningful participation in community life. Contemporary inclusive education requires a transition from perceiving children with disabilities primarily as recipients of assistance toward recognizing them as active participants in educational and social processes who have rights, responsibilities, opinions, choices, and the capacity to contribute to society. This article examines the pedagogical factors that influence the development of social activity and civic responsibility among children with disabilities. The study is based on theoretical analysis, comparative analysis, synthesis, systematization, and interpretation of contemporary research on inclusive education, civic education, social participation, self-determination, and disability empowerment. The analysis identifies the following key pedagogical factors: an inclusive and psychologically safe educational environment; accessible civic education; opportunities for meaningful participation and decision-making; development of communication and self-advocacy skills; practice-oriented civic activities; pedagogical support for autonomy and self-determination; cooperation between school, family, and community; and reflective assessment of social experience.
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