INTELLECTUALLY DISABLED HIGH SCHOOL STUDENTS’ IDEAS OF HISTORY
The process of studying History by special school students of involves the assimilation of factual material, which is often not observable in modern conditions. Therefore, in order to form ideas about a historical fact, associative links with students’ ideas about contemporary events and phenomena are necessary. The purpose of the article is experimental substantiation of the necessity to visualize the academic material while shaping intellectually disabled high school students’ historical ideas.