THEORETICAL FOUNDATIONS OF THE STRUCTURAL AND FUNCTIONAL MODEL OF PSYCHOLOGICAL SUPPORT OF SCHOOLCHILDREN WITH DOWN SYNDROME

Abstract

The article describes the theoretical foundations of the structural and functional model of psychological accompaniment of schoolchildren with Down’s syndrome, based on a systematic approach to the consideration of psychological support. The next step in the study was to determine the characteristics of psychological support for schoolchildren with Down’s syndrome, which contains separate components of child support (personality characteristics, behavioral characteristics, self-esteem, social fitness, relationships with others, level of school motivation) and parents (personality, emotional states, attitudes towards illness of the child, level of emotional burnout), and reveal the specificity of functioning in the conditions of school and family.