The article raises the insufficiently studied, yet the crucial problem of the need for timely study and evaluation of emotional and personal tendencies and behavioural patterns of emotional response of primary school pupils with impaired intellectual development. The key problems related to the improvement of these pupils’ socialization and social adaptation in the modern society cannot be solved without studying the emotional regulation of their behaviour and correcting possible swerves. The studied schoolchildren are characterized by significant lagging in the development of emotional response, a narrow range of feelings, frequent incompliance  of emotional reactions with external influences as regards strength, intensity and details of these reactions, limited interpretation of sensory material, which in aggregate lead to inadequate perception of other people’s emotional reactions and not always adequate and differentiated expression of their own emotional responses in socially acceptable ways. All these tendencies provoke difficulties for pupils’ with impaired intellectual development in their relationships between themselves and with surrounding adults; create serious barriers for their training and education; contribute to different deviations in behaviour; lead to travails of social adaptation and socialization.

The article describes the organization of the carried out research, presents the main components, technological parameters, stages of the study of emotional and personal tendencies and behavioural repertoire of emotional responses of primary school pupils with intellectual development disorders. The model used in the research consists of consistently implemented diagnostic procedures aimed at studying and evaluating dominating emotional reactions, expressive reactions; at regulating emotional responses; as well as at studying and evaluating the cognitive-perceptual dimension of emotional responses of primary school pupils with impaired intellectual development.

On the basis of the ongoing research, the authors identified specific features of emotional and personal tendencies and behavioural patterns of emotional response of primary school pupils with impaired intellectual development, which is not only possible, but also necessary to undergo psychological and pedagogical correction in order to improve the processes of socialization and integration of these pupils in modern society.