Model of psychological and pedagogical support of children of primary school age with problems in intellectual development

Basis of presentation the research supports the need to reform the education system and the education of younger schoolboys with problems in intellectual development in inclusive education model. Actual value of psycho-pedagogical support is to improve the quality of socialization and social adaptation of younger schoolboys with infringements in the intellectual sphere. The main purpose of psycho-pedagogical support is the organization and maintenance of adaptive educational environment, which in turn is represented in the model complex blocks: diagnostic problems, educational problems, correctional and developmental problems, health, education and the advisory unit. Expected results and effects of the implementation of the presented model associated with a reduction and correction of deficiencies mental and physical development of younger schoolboys with problems in intellectual development, the activation mechanisms of their personal compensation, prevention of secondary abnormalities in the formation of personality. The article describes the methodological basis for the creation of psycho-pedagogical model escort younger students with problems in intellectual development; concretized complex tasks, guidelines and structural components of the functioning of the model; proposed hierarchy of subordination of subjects of psycho-pedagogical support provided by environmental and personal levels. The novelty of the present study is to develop a self- model to highlight the hierarchy of subordination of its structural components, their correlation, interrelation and interdependence. Presents performance criteria model of psycho-pedagogical support to ensure the systematic monitoring of the quality of the process.