THE USE OF IMMERSIVE TECHNOLOGIES FOR THE DEVELOPMENT OF SOCIAL AND DAILY LIVING SKILLS IN CHILDREN WITH INTELLECTUAL DISABILITIES: A REVIEW OF CONTEMPORARY RESEARCH

Abstract

The digitalization of education has intensified the demand for pedagogical solutions that enhance the effectiveness of developing social and daily lining skills in children with intellectual disabilities. The purpose of this article is to provide an analitycal review of domestic and international studies focused on the application of immersive technologies (virtual, augmented and mixed reality) in educational and developmental work with this group of learners. The research material consists of publications from peer-reviewed journals and scientific databases. Methods of theoretical analysis, comparison. And systematization of sources were employed. The paper examines the theoretical foundations of developing daily living skills (cultural-historical, neuropsychological, and dysontogenetic (atipycal development) approaches) and synthesizes the findings of studies by S. Parsons and S. Cobb, J. Radianti et al. G. Makransky and G.B. Petersen, among others, which demonstrate the impact of immersive environments on learner engagement, understanding of action sequences, and reduction of anxiety in the acquisition of life skills. The pedagogical effects of immersive learning (motivational, cognitive, behavioral, and social) are identified, and key limitations of implementation are outlined, including a lack of adapted methodologies, the need for teacher training, and risks of sensory overload. The practical significance of the article lies in systematizing evidence-based directions for the use of immersive technologies in developing social and daily skills and in formulating guidelines for the design of corrective and developmental programs within special education system.