PEDAGOGICAL MECHANISMS FOR OVERCOMING SECONDARY LIMITATIONS IN PSYCHOSOCIAL DEVELOPMENT AND EDUCATIONAL PROCESSES OF CHILDREN WITH DEVELOPMENTAL DISABILITIES

Abstract

This IMRAD-formatted study examines psychosocial development in children with disabilities and pedagogical mechanisms to mitigate secondary limitations within schooling. Using a mixed-methods design—normative analysis, quasi-experiment, standardized scales, classroom observations, and focus groups—we implemented an intervention package combining UDL, cooperative learning, peer-mediated support, PBIS elements, social-emotional learning, and assistive technologies. Results showed significant gains in participation, literacy and numeracy performance, sociometric centrality, and self-efficacy, alongside reductions in learned helplessness and social isolation. We discuss alignment with Vygotsky’s concept of secondary defects, Bronfenbrenner’s ecological model, the ICF framework, UNESCO inclusion guidelines, and UDL theory. Practical recommendations are proposed for school-family-community partnerships.