The article examines the specific features of developing learning and social activity among primary school students with intellectual disabilities in the context of modern special education. It highlights the interrelationship between educational activity, social adaptation, cognitive engagement, communication, and learner independence. Particular attention is given to fostering learning motivation, integrating theoretical knowledge with practical activities, strengthening interdisciplinary connections, and individualizing pedagogical support. The article substantiates the importance of incorporating real-life and social situations into the educational process, developing communication and collaborative skills, and gradually increasing students’ independence. The pedagogical potential of a three-component approach integrating cognitive development, communication, and collaboration is also discussed. It is concluded that the integrated organization of educational, corrective-developmental, and socially oriented activities is an important condition for preparing students with intellectual disabilities for independent and socially active life.