Abstract
The article is dedicated to the problem of formation of spatial semantic-symbolic knowledge system of children with moderate and severe mental retardation. The peculiarities of assimilation spatial semantic-symbolic knowledge system (henceforth we use abbreviation: spatial semantic-symbolic knowledge system - SSSKS) children with moderate to severe mental retardation (henceforth we use abbreviation: moderate to severe mental retardation - MSMR) based on the review of general and special pedagogical, psychological and methodological literature, analysis of practices are revealed in the article. The described principles formed the basis of educational and correctional programs. As the level of cognitive capabilities children with MSMR (8-12 years) approximately is such as the level of preschool children with typical development and potentials for assimilation of knowledge we proposed a brief analysis of Ukrainian software development of preschool children. The study of spatial sequence of signs and symbols and their themes is identified in the article. According to the results of this work the indicative model is identified which reflects the levels of difficulty of signs and symbols and offered to study at each age period, the skills and knowledge are given.
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