PECULIARITIES OF MASTERING OF HISTORICAL NOTIONS BY STUDENTS WITH MENTAL RETARDATION
The article deals with the problem of the formation of historical concepts among mentally retarded students. The essential characteristics of the historical concept are determined and its role and significance in mastering the basics of historical knowledge is proved. The data of an experimental study aimed at revealing the features and level of assimilation of historical concepts in schoolchildren with mental retardation at different stages of education are analyzed.