The classroom for children with mental retardation should be comfortable and safe. The classroom should be spacious and bright, and preferably located on the first floor of the school building. The classroom, in addition to tables, should be equipped with soft chairs - bags, on which for children would also be comfortable and interesting to study. The classroom also may be equipped with hang boards, on which bright pictures on the topic of lessons can be attached. Objects in the classroom should be pleasant to the touch. The classroom can be divided into zones, such as a math area with counting, laces, buttons, clothespins. The reading and writing area should consist of books, letters, story pictures, and items to develop fine motor skills. The speech development area may include word cards, subject pictures, visual materials, a weather calendar on which it is possible to specify the day of the week, date and month, as well as to determine what date and month were for example yesterday. In addition, it is possible to organize a classroom corner where children's work for the whole school day will be constantly marked on the screen. Also in the classroom there should be an area with play components, mosaics, contsruktorov, dishes, etc.

Everything in the classroom should be organized so that each element, each aid contributes to the socialization of children, teaching them not to be confused in life situations.

The use of the plot makes the process of mastering numbers, letters, clarification of children's ideas about color, shape, cross-cutting, i.e. children from lesson to lesson meet the same characters, with whom something happens. This form of work reduces the rigid regulation of teacher and student behavior, providing an opportunity for creative solutions to a set of didactic tasks: learning to count, speech development, learning to read. This gives the organization of learning an integrated character, i.e. our students, traveling, for example, with a cat, master the curriculum on various subjects in a playful way. On the cat's body it is convenient to make up words and numerical rows, to develop skills of forward and backward counting, which promotes

development of visual perception. The possibility of various arrangement of didactic material: beetles, flowers and petals helps to overcome the underdevelopment of spatial concepts in schoolchildren with pronounced mental retardation. Constantly changing sequence of analysis of flowers with different shape, number and mutual arrangement of petals creates a basis for enrichment of visual perceptions, development of attention, speech, correction of cognitive activity. The system of work is organized in such a way that it encourages children to interact with its various elements, thus increasing the functional activity of the child.

The main content of learning for children with profound mental retardation is actions with toys and substitute objects. Children especially like to learn with everyday objects, such as sand, water, various jars and bottles. Such activities contribute to the development of the child's sensory system: vision, hearing, smell, taste. If a child already at school age will get a rich sensory experience, it will help him feel much more comfortable in the future, in adulthood, and will also help to learn successfully. A sensory board works very effectively in the classroom and outside of school hours.