The article analyses the experiences of educators in developing social skills in students with intellectual disabilities. The research aim is to reveal the experiences of educators in developing the social skills of these students in general education schools, highlighting the peculiarities of education and the difficulties encountered. A qualitative study was chosen for the empirical study, which involved educators from different general education schools of Lithuania educating students with intellectual disabilities. The study is based on a qualitative research approach. A semi-structured interview method was used for data collection, and qualitative content analysis was used for data analysis. Theoretical analysis was performed by using scientific literature analysis. The results of the study revealed that students with intellectual disabilities have developed social abilities such as self-control, caring for others, and cooperation, which enable them to participate in daily and group activities. It has been found that the development of social skills is complicated by a lack of emotional self-regulation, communication, and social orientation abilities; therefore, consistent and individualised education is necessary. According to the educators, the most important social skills to be taught are communication, self-awareness, self-control, conflict resolution, and cooperation, which ensure the successful social adaptation of students. Social skills are developed in general education schools through both formal and non-formal activities, where the skills acquired are applied and reinforced in real-life situations. The research data show that education is most effective when an individualised approach is taken, based on students’ abilities, experience, and active involvement, and when parents are included in the educational process. It has also been found that the development of social skills is complicated by the communication and memory characteristics of students, the lack of time of educators, emotional challenges, and insufficient parental involvement, therefore, effective development requires consistent cooperation between educators and parents and the creation of a favourable educational environment.
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