Orientation of psychocorrectional classes to optimize interpersonal interaction of primary school students with mild intellectual disability

The author addresses the problem of optimizing interpersonal interactions of primary school children with mild intellectual disability as an important condition for strengthening and maintaining their psychological health. Cognitive impairments caused by the primary dis order and "social distortion" result in ineffective social interactions. Children in this category experience the need to master positive behavioral patterns and the basics of psychohygienic knowledge. This ensures the establishment of partnerships, the implementation of joint activ ities on an equal footing, the minimization of psychotraumatic situations, and the formation of social competencies necessary for incorporation into the system of social relations. The article reflects the results of the study, which allowed establishing the features of interpersonal interaction of schoolchildren in pairs and small and large groups. It is noted that the most successful partnerships of these children are formed when implementing joint activities in dyads. About a quarter of all subjects demonstrated a low degree of readiness for interpersonal interaction with peers in various organizational forms. It is reported that some schoolchildren operate with destructive behavioral patterns in the form of physical and verbal aggression. Victimhood is inherent in the behavior of some children. The article notes that an essential role in optimizing interpersonal interactions of younger schoolchildren with mild intellectual disability belongs to psychocorrectional classes. Based on the data obtained from the results of the monitoring program, the author presents recommendations on the organization and conduct of these classes by specialists in disability studies. In the structure of psychocorrectional work, two main content lines are identified. They are due to the specifics of the professional tasks of specialists. The first of them is associated with the formation of a positive "I-image" (I-concept) in children, while the second one – with "We-image" (We-concept). Information on the range of means, methods, and techniques of psychocorrectional influence, the use of which contributes to the optimization of interpersonal interactions of younger schoolchildren with mild intellectual disability is reflected.