THE ROLE OF EDUCATIONAL PRESENTATIONS IN THE FORMATION OF HISTORICAL CONCEPTS FROM MENTALLY RETARDED PUPILS
The article analyses the results of the research work, the aim of which was to study the specifics of forming historical concepts in children with mental retardation. Relying on the methodological apparatus studies were identified and selected diagnostic tools, stating experiment, developed and tested a series of lessons using educational presentations for 7–9 classes special (correction) School of VIII kind. Analysis of the data revealed the characteristic difficulties of forming historical notions of this category of children, offer ways to overcome gaps in knowledge by means of the use of educational presentations. Proven its positive role in improving the methodology of history teaching and improving the quality of mastering historical knowledge of mentally retarded children. The necessity of the further consideration of the issue of research in order to optimize the work of the teacher in this direction.