Features of self-esteem in primary school children with mental retardation in an integrated classroom

Abstract

This article is devoted to the problem of self-esteem of primary school children with mental retardation. The authors of the article reveal the relevance of this topic, define the purpose and objectives, as well as the object and subject of the study of self-esteem of this category of children in the conditions of integrated learning. Diagnostic methods are selected, and quantitative and qualitative data obtained as a result of diagnostics on the features of self-assessment of younger schoolchildren with ZPR in conditions of integrated learning are analyzed.