Yudina Tatyana Alekseyevna
Moscow State Psychological and Pedagogical University, Postgraduate student, Moscow State Psychological and Pedagogical University, ta.yudina@gmail.com, Moscow
Alekhina Svetlana Vladimirovna
Кандидат психологических наук, Cand. Sci. (Psychol.), Director of the Institute Education Moscow City University of Psychology and Education, Moscow City University of Psychology and Education, svetlana_slim@mail.ru, Moscow


The article presents the results of an empirical study of psycho-pedagogical conditions of inclusion of children with Down syndrome in the community when the joint peer learning in an inclusive primary school. The hypothesis of the study was that the social and psychological status of children with Down syndrome to be included in the team of peers associated with the attitude of teachers towards them. The sample included 117 students of classes 2–4 in Moscow inclusive school between the ages of 7 to 11 years and six primary school teachers with teaching experience from 1 to 25 years. Methods: observation, interviews and psychodiagnostic techniques (“Sociometer”, “Color test relations” and projective drawing methods). It is found that the wider action repertoire of teachers on the inclusion of children with Down syndrome in mainstream education, the less emotionally classmates reject these children. The data on the specifics of the process of educational inclusion of children with Down syndrome in the mass elementary school.
inclusive education, inclusion of children with Down syndrome, inclusion of children with intellectual disabilities, younger school age, primary school.

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