This article analyzes the forms of classroom and extracurricular activities conducted with children with intellectual disabilities based on psychological and pedagogical approaches. During the research, observation, interviews, and analysis of activity outcomes were used as methods. The author scientifically substantiates the importance of extracurricular activities in increasing the individual and social adaptation levels of children with intellectual development limitations. Additionally, opportunities for ensuring social integration through various types of activities (creative, sports, labor, and social engagement) are revealed. The article scientifically highlights the effectiveness of educational activities tailored to students’ interests and psychophysiological characteristics.

Intellectual disability, extracurricular activity, social adaptation, special pedagogy, observation method, child psychology, integration.

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