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Abstract
This article examines the theoretical and practical aspects of using interactive pedagogical technologies to develop social adaptation skills in students with intellectual disabilities (ID). The study discusses the effectiveness of digital tools, game-simulation methods, and cooperative learning approaches in both inclusive and special education settings. Drawing on the normative-legal framework of special education in Uzbekistan and comparing it with current international practices, the research findings confirm the positive impact of interactive technologies on improving speech activity, regulating social behavior, and enhancing academic motivation in children with ID.
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