Systematic activity approach and enhanced approach in psychological assessment of emotional involvement of younger schoolchildren with disabilities

The article examines the current methodological approaches in the psychological diagnosis of the emotional sphere of primary school children with disabilities, which are currently used in the practice of special education: the system-activity approach, which is pivotal in the implementation of the Federal State Educational Standard, and the in-depth (integrative) approach, which is used mainly in special psychology. The advantages and disadvantages of the indicated approaches are shown.