Principles developing social success among primary school children with disabilities

Statement of the problem. The article considers the need to form the social success of primary school children with disabilities as a factor of successful entry and adaptation in society. The research of methodology is based on the analysis of the terms “success” and “social success” of primary school children with disabilities from the perspective of pedagogy, psychology, and sociology. Analysis was carried out of the principles of formation of social success among primary school children with disabilities by both Russian and foreign authors. The research results include clarification of the concept of social success of primary school students with disabilities as an integral personal education, which reflects their achievements in the social sphere, leads to self-realization and reflects the quality of spiritual and social life. Optimal conditions for the development of their personality are identified, taking into account the peculiarities of their psychophysical development and relying on preserved functions, assistance from adults in mastering new social roles, in order to expand and diversify their social experience and establish interpersonal relationships with peers and adults, assistance in solving difficult life situations. Conclusion. The analysis of principles of formation of social success among younger secondary school students with disabilities showed that the basis of this process should be underpinned by the following principles: the creation of conditions for positive socialization of primary school students with special needs; pedagogical support of social development of a child; social support and helping children to overcome problems; reliance on intact function of children, based on a comprehensive study of their individuality; consolidating the successes and achievements of children through demonstration and recognition of their social and personal significance.