The study is devoted to the problem of developing criteria for the effectiveness of education, teaching, and support programs for children with disabilities from the perspective of their socialization. The study discusses specific features of individual educational routes, possibilities of effective technologies, and methods of their use in working with children belonging to different nosological groups. The authors discuss to what extent terms and concepts from related fields of knowledge can be applied in the psychological and pedagogical paradigm and to what extent terms and concepts used in business, finance, and various spheres of the economy can be applied in the psychological and pedagogical paradigm. How the application areas affect analysis results and what they bring to the assessment of the quality of correctional and developmental programs is considered. The study discusses specific features of individual educational routes, possibilities of effective technologies, and prospects for their use in working with children belonging to different nosological groups. The results and novelty are described through the substantiation of the conditions and methods for improving subject and metasubject competencies in children with disabilities, disclosing their potential and opportunities for their career growth, development of interpersonal relationships in adolescents and adults, and other aspects of implementation in society.