Features of the properties of visual perception and cognitive abilities of primary school children with mild intellectual disability

The purpose of this study is to present the results of an experimental investigation aimed at examining the characteristics of the development of basic properties of visual perception and cognitive abilities in primary school children with mild intellectual disability (MID), in order to subsequently identify effective pedagogical tools for developing visual perception and cognitive abilities in these children. The article provides a brief analysis of scientific literature on the topic, confirming its relevance, and outlines the sequence of diagnostic procedures. The scientific novelty of the research lies in the discovery of a covariance between the quantity and specificity of errors in the examination of basic properties of visual perception and the quantity and specificity of errors in the examination of cognitive processes, which suggests a mutual dependence between the basic properties of visual perception and cognitive abilities in primary school children with MID. Based on the results of the study, three levels of development of the basic properties of visual perception (constancy, integrity, meaningfulness, imagery) in primary school children with MID were identified: low, medium, and high. Three levels of success in completing age-appropriate cognitive tasks were also revealed: low, medium, and high. Furthermore, the characteristic cognitive errors and their quantity for each level of visual perception were determined. Types and specificity of cognitive tasks corresponding to the basic properties of visual perception were discovered. The relevance of searching for pedagogical tools for developing visual perception and the feasibility of using cognitive tasks in the development of basic properties of visual perception were confirmed.