Formation of socially responsible behavior in visually impaired adolescents: the potential of extracurricular activities

The article reveals the potential of extracurricular activities in the formation of socially responsible behavior in visually impaired adolescents. The article is devoted to the theoretical substantiation and experimental verification of the effectiveness of the "School of Social Responsibility" program, implemented outside of school hours in a boarding school. In the context of inclusive education, the problem of social development of adolescents with disabilities who experience difficulties in mastering social norms due to the lack of non-verbal information and limited sensory experience is actualized. 
The authors of the study aimed to experimentally assess the effectiveness of a specially developed program of extracurricular activities for the development of socially responsible behavior in visually impaired adolescents. The results obtained confirm that purposefully organized extracurricular activities based on polysensory perception, algorithmization of reflection and the partner position of the teacher make it possible to compensate for the difficulties of social perception and volitional regulation typical of visually impaired adolescents. The proposed pedagogical conditions are an effective means of developing social responsibility in visually impaired adolescents. The materials of the study can be used in the practice of inclusive schools and boarding schools.

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