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Abstract: The article gives a review of research works on the issues of inclusion of children with health limitation in the learning process in primary schools. There is a contradiction between a growing demand for inclusive education and little competence of teachers in working with such kids in classes of secondary schools. There is little experience of inclusion of children with health limitations in the groups of typically developing peers; there are few technologies of work in such groups in both special and secondary schools, thus, it is important to solve these problems as soon as possible. The role of teachers in organization of cooperation of pupils in inclusive classes is discussed. The results of empirical research of psycho-pedagogical condtidions of inclusion of children with Down syndrome are analysed. To reveal the components of teachers’ attitude we used criterion-based monitoring (behavioral competent), interview (cognitive component), and color test (emotional component). The presence of interrelations between socio-psychological status of pupils in inclusive classes and the repertoire of professional activity of teachers is proved. Based on literature analysis and the data of empirical tests we made a conclusion that the necessary psycho-pedagogical conditions of inclusive education of children with Down syndrome include complex assistance, individual support to compensate for intellectual disability in cases of communication with peers, participation in games and leisure activities with classmates, as well as learning in class.