PRINCIPLES OF SOCIAL SELF-DETERMINATION OF ADOLESCENTS WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The article provides a theoretical analysis of the problem of social self-determination among adolescents with special educational needs in the context of contemporary challenges of inclusive education. It is emphasized that social self-determination in adolescence is a multi-level process that encompasses awareness of one's own identity, value orientations, social roles, and prospects for self-realization in society. For adolescents with SEN, this process is complicated by a number of factors, including cognitive, emotional, communicative, and social integration barriers, which require targeted corrective and pedagogical support. The paper summarizes current scientific approaches to the interpretation of the phenomenon of social self-determination, defines the content and structure of this concept, and outlines the factors that influence its formation in an educational environment. The emphasis is on the peculiarities of the formation of self-awareness in adolescence, the specifics of inclusive interaction, and the role of corrective and pedagogical support in the development of autonomy and the subjective position of the individual. As a result of the analysis of scientific sources, contemporary trends and contradictions in supporting the social self-determination of adolescents with SEN are outlined, including an emphasis on individualization, career guidance, participation in social projects, and the development of educational trajectories. It has been established that effective formation of social self-determination is possible provided that a set of pedagogical conditions is implemented, covering the adaptation of the educational environment, the development.