The Specifics of Social and Informational Competence of Students with Disabilities and Disabilities

Introduction. An important condition for including people with disabilities in the educational environment is their ability to work with information to solve educational and communication tasks, as well as to position themselves personally. In today's world, information has become a real social resource that can help people adapt to constant changes, adjust to life in an uncertain environment, find relevant digital tools, and develop behavior patterns that are appropriate for new circumstances. The purpose of this article is to explore the specific features of the social and information competence of students with disabilities who are enrolled in secondary vocational education institutions. Materials and methods. The study used the author's questionnaire "Self-assessment of information competence". Processing of research results was performed using Microsoft Word, Microsoft Excel. Results. The study gives an idea of the specifics of the motivational-value, cognitive-operational, and reflexive-predictive components of the socio-informational competence of students with disabilities and disabilities studying in institutions of secondary vocational education. The results of the study revealed that 55% of students demonstrate a high level of motivational and value component, acting as a leader and integrating all other components of information competence. KEYWORDS Conclusion. The study allowed to obtain new facts that contribute to the expansion of modern ideas about the specifics of social and information competence of students with disabilities and disabilities studying in institutions of secondary vocational education. This problem can be developed in the development of new approaches to the socialization of students with disabilities and disabilities. The results of the study can be used in practice by the organizers of an inclusive educational process.