The article is concerned with pressing issue of the study of gender aspects of sex-role behavior of primary school children with mental disorders. There are some works dealing with the problem though, most of them are concerned with children with normal intelligence. According to some researches the process of sex-role behavior shaping of mentally challenged children is extremely difficult due to many reasons and the major one is mental development disorder. The authors’ point is that sex-role behavior of both boys and girls with mental disorders will have common aspects determined by intelligence deficiency and peculiar features specified by gender identity. The 8^th type special school № 5 was the basis of the present research. Reference set was 24 10–11 year-olds with 12 boys and 12 boys. 8 primary school teachers working at the school also took part in the research.

The results of the research of gender aspects of sex-role behavior of primary school children with mental disorders are presented. The results show that gender behavior stereotypes determine the type of sex-role behavior of boys and girls with intellectual deterioration. Primary school children with mental defectiveness have a coherent idea of the “proper” behavior of boys and girls. Teachers often tell their pupils about proper behavior at school and much less about sex-role one. With regard to the research practical recommendations were developed for teachers to shape sex-role behavior.