Abstract
The article presents a theoretical analysis and an experimental study of the formation of spatial representations in preschool children with disabilities. The difficulties associated with the development of spatial representations in preschool children with disabilities are analyzed. The description of the program for the formation of spatial representations in preschool children with disabilities is given. It is based on the author's correctional and developmental program N. Ya. Semago «Program for the formation of spatial representations in children of preschool and primary school age». The program for the formation of elementary mathematical representations in preschoolers with disabilities in the conditions of a preschool educational organization in a combined orientation group, in children of the experimental group, has effectively manifested itself in the development of such indicators of the formation of spatial representations as «Spatial analysis and synthesis», «Spatial representations at an impressive level», «Spatial representations at an expressive level (images)» and «Spatial representations at an expressive level (plot picture)».
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