There is need to find effective ways for primary school children with developmental delay to perceive teaching information by learning more about their multimodal perception. The results of the study of multimodal perception of the first-graders with developmental delay are analyzed. Percentage ratio of basic and non-basic (active, non-active) modalities in the structure of multimodal perception is identified. Differences in frequency of active, non-active modalities, harmonic and disharmonic profiles in the individual structure of multimodal perception of children with developmental delay and children with normal psychic development are clearly identified. These peculiarities of multimodal perception of primary school children with developmental delay need to be taken into account when creating information educational environment at school.