Psychological and pedagogical conditions for the formation of civic identity in students with disabilities in the space of a school museum

The study aims to determine the psychological and pedagogical conditions for the formation of civic identity in children with disabilities in a school museum as a special environment of an educational organization, and to justify their feasibility. The authors examine the concept of civic identity and identify the features of civic identity formation in children with disabilities. As a means of achieving the aim of the research, the authors propose an additional general developmental program “Where Does the Homeland Begin…”, implemented on the basis of the museum at the Boarding School No. 3 of the urban district of Togliatti. The scientific novelty of the work lies in the systematization of psychological and pedagogical conditions that ensure the success of the work carried out. Such conditions include orientation towards the study of rules and norms of communication in a special cultural space, family and school; the activity-based nature of everyday participation in the work of the museum in order to form practical skills, spiritual and moral values, life orientations from the perspective of citizenship; the creation of an individual comfortable environment for each participant, the selection of tasks and roles taking into account identified cognitive deficits and social skills; involvement in joint communication with neurotypical children to acquire new knowledge in the field of the history of their native region, city, country, and experience positive interaction with others. As a result of the research, the testing of forms of work in the school museum with this category of students was carried out. Such forms of work include productive activity, excursion, theatrical performance, quest, drawing, molding, lapbook, and project presentation.