Abstract
<jats:p>The research aims to substantiate the necessity of developing a comprehensive set of methodological recommendations for educators focused on forming communicative basic learning actions in adolescents with mild intellectual disability. The article presents the results of experimental training based on the use of business games that simulate real-life social situations. A comparative analysis of results from the initial (baseline) stage of the study and the post-experimental training stage is provided, and the development levels of communicative actions following the training are described. The scientific novelty lies in describing scientifically grounded special pedagogical conditions that facilitate the formation of communicative basic learning actions. These include: the use of business games across all topics of the “Basics of Social Life” curriculum; active involvement of the family in the educational process to support communicative development; the implementation of specialized gaming exercises reflecting real-life social scenarios; the application of specific techniques to develop written communication skills for social interaction; the organization of targeted extracurricular activities requiring active cooperation; the creation of artificial situations to stimulate oral and written communication across various school disciplines; and the introduction of innovative pedagogical methods to enhance the mastery of social interaction and communicative culture. As a result, the study defines the principles for teaching communicative basic learning actions and provides didactic materials for fostering effective peer interaction, respect for others’ opinions, and constructive conflict resolution. It is demonstrated that the full development of communication skills is possible only through the active integration of adolescents into collective activities guided by an adult mentor, which aligns with the psycho-pedagogical foundations of educating adolescents with special educational needs.</jats:p>