CONCEPTUALISATION OF CIVIC VALUES IN THE STRUCTURE OF SOCIAL DEVELOPMENT OF PRIMARY SCHOOL CHILDREN WITH INTELLECTUAL DISABILITIES

Abstract

The article presents a conceptual analysis of the notion of civic values in the context of the social development of primary school children with intellectual disabilities. The existing body of research provides a solid theoretical foundation for civic education. However, there is a pressing need to adapt these general concepts for primary school children with intellectual disabilities, as their specific characteristics require special mechanisms for conceptualising (comprehending) abstract values. It has been established that the social development of an individual in a modern democratic society is impossible without a well-formed system of civic values (respect, responsibility, cooperation, tolerance). The primary school age is a critical period for acquiring these fundamental social norms and guidelines. Due to cognitive specificities (concrete thinking, impaired generalisation, reduced abstract-logical operations), primary school children with intellectual disabilities experience significant difficulties in conceptualising abstract civic values. They may memorise terms mechanically but fail to grasp their essence and practical meaning in everyday life. It is substantiated that primary cognitive deficits and secondary impairments of the emotional and volitional spheres significantly complicate the process of mastering moral and social norms, thus requiring a specialised pedagogical approach. It is determined that civic values (tolerance, responsibility, respect) for this group of learners must be translated into the sphere of concrete, operationalised behavioural indicators. The structure of social development is analysed, revealing that the formation of self-concept and prosocial behaviour is critically important for integration. The article emphasises the necessity of developing specialised diagnostic tools for the valid assessment of value orientations. The presented findings serve as a theoretical basis for the creation of effective correctional and educational programmes.