Currently, in the conditions of active development of special education, teachers strive to improve the quality of knowledge by developing the cognitive processes of each primary school student with an intellectual disability. Children of this category during training should not only master a certain standard of modern knowledge, but also learn to use this knowledge in real life.

This article discusses experimental work to determine the level of cognitive processes of primary school children with intellectual disabilities in order to further determine the ways of correctional work with children of this category.