The article explores the emerging contradiction between the need of taking into account the individual characteristics of students and the lack of such opportunities during the preparation for the lesson and consists in finding a point for the crystallization of the processes of working with children, taking into account their features and integral process, the management of which will solve a whole range of problems. Within the framework of the study of the hindered communicative interaction, the levels of severity of communication barriers were diagnosed. The study of barriers was carried out with the help of a three-stage evaluation system: individual (self-assessment), group assessment, expert evaluation (of a teacher/an educator), based on three evaluations, a final indicator of the level of communication barriers. According to the levels of expression, the level of the need for the teacher's intervention in overcoming communication barriers was determined.