| Summary: | The article presents the results of the features of understanding and emotional attitude toward the moral and social norms of pupils with intellectual disabilities during primary, secondary, and senior school. The research was carried out during the analytical-ascertaining, analytical-searching, and generalizing stages. It is established that pupils with intellectual disabilities have a situational, insufficiently aware, an uncritical attitude toward moral social norms. In secondary school, children with intellectual disabilities do not sufficiently understand the essence of moral norms and qualities, have difficulty analyzing, comparing, determining their essential features, substantiating their opinions. At senior school, children with intellectual disabilities demonstrate knowledge of moral and social norms, but their moral judgments are characterized by egocentrism and are at the pre-conventional level of development, less often acquire the character of the conventional level.
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