Individual-typological features of interpersonal interaction among mentally retarded primary schoolchildren

Mental retardation requires psychological and pedagogical support that takes into account the individual-typological characteristics of children and the need for compensatory mechanisms that facilitate the adaptation of children to the demands of society. Results of the study of individual-typological features of interpersonal interaction of primary schoolchildren with mental retardation in comparison with normally developing peers are presented in the paper. The experimental study used situations of educational and playful interaction. The paper describes the types of children's speech behavior, their use of dialogue utterances, their attitudes to the results of their activities and those of their partner, and their displays of mutual assistance. The individual-typological features of the variants of interpersonal interaction of mentally retarded primary schoolchildren are described. The results of the study showed that the most productive interpersonal interaction (interactive) is observed in mentally retarded children with emotional, behavioral and communicative well-being and less pronounced deficits in cognitive abilities.