COMMUNICATIVE COMPETENCE AND EDUCATIONAL STRATEGIES IN TEACHING ADOLESCENTS WITH SPECIAL NEEDS
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This article presents an extensive scholarly analysis of communicative competence and pedagogical strategies in the education of adolescents with special needs. Emphasizing the psychological, social, and developmental characteristics of this age group, the study explores the skills, techniques, and pedagogical artistry required from teachers to ensure effective communication and meaningful educational support. The analysis reveals that teaching adolescents with special needs requires more than instructional techniques; it demands emotional intelligence, adaptive communication, differentiated approaches, and an understanding of individual learning profiles. Drawing from contemporary inclusive education theories, special pedagogy, behavioral psychology, and humanistic pedagogy, the article examines how teachers can create supportive learning environments where communication becomes a transformative tool. The text further highlights the role of empathy, dialogic interaction, individualized strategies, positive reinforcement, and culturally responsive communication in fostering personal growth, academic achievement, and social adaptation among special-needs adolescents. It concludes that communicative competence and targeted educational strategies form the core of effective pedagogy for this population, providing both the structure and flexibility necessary to support their holistic development.
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