This article presents the socio-cultural determinants and achievements of the Russian scientific school that have influenced the recognition of the possibility of considering the development of life skills as a key and worthy goal in the education of children with severe multiple disabilities, and a mandatory component of the educational content of all children with SEN.

This article demonstrates low and qualitatively different levels of mastery of socially responsible behavior children with mild intellectual disabilities. Guidelines for special teacher in assessing, developing, and correcting deficiencies in socially responsible behavior in children with developmental delay and mild intellectual disabilities are identified and described for the first time.

This article demonstrates, that joint-shared art activities can be an important means of processing life experiences children with combined visual and hearing impairments and related delays in speech development. This kind of activities allow for visualization, clarification, supplementation, spatial and temporal structure of the experience, and the making of it a subject for discussion and verbal mediation.

Article describes, how a culturally developed form of life diary is used in special and inclusive education to help children make sense of their personal life experiences. The diary is adapted to the abilities and limitations of preschool and primary school-aged children with hearing and speech impairments, as well as developmental delays. It is structured and maintained jointly with the child, regularly discussing events and associated impressions, creating conditions for understanding and rethinking personal experiences, stimulating the need to master missing verbal skills, and developing the ability to talk about one's life with close adults.

This article demonstrates, that the children with speech and hearing impairments, as well as learning disabilities, require the assistance of a special education teacher to reflect on their personal experiences, impressions, observations, and actions associated with the changing seasons. A special digital application for this intervention is presented, based on photographs from family archives. It allows each child in a group/class to create an individualized picture of the year—visually presented, accessible for group discussion, engaging in its individuality, and stimulating inquiry.

The article describes the experience of a year-long testing of the method of jointly keeping a diary of life events of children staying in a clinic for a long time. The achievements in their development, previously unconscious difficulties in their comprehending of life experience, the need to develop their life competence and the value of the method of jointly keeping a diary of life events are discussed.