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In the period of scale changes in area of the special education the necessity of creation of optimal terms of educating and education of children increases with the special educational requirements in a stable and emotional, favorable social environment. Research actuality is s determined by the need to develop a theoretical and methodological substantiation the problem of psychological accompaniment a child with the Down's syndrome (DS). The aim of the article is there is realization of theoretical analysis of problem of psychological accompaniment in child with the Down's syndrome from position of subject-activity, cognitive, systems-oriented and structural-functional approaches. On results the study of research problem, drawn conclusion, that concordantly subject-activity approach in research of model of psychological accompaniment of children with the Down's syndrome the subject of kids with a syndrome Down's reflects the features his personality and repertoire specific of activity. The cognitive approach allows to form a look to the psyche, that is examined as a system of the cognitive reactions, related not only to the external stimuli but also with internal variables, for example, with consciousness. The aim of the article is there is realization of theoretical analysis of problem of psychological accompaniment in children with the Down's syndrome from position of subject-activity, cognitive, systems-oriented and structural-functional approaches.

Scientific approaches to the study of psychological accompaniment in child with Down’s syndrome