Introduction. An important direction of correction for students of a special (correctional) school with intellectual disabilities is the development of prerequisites for self-control skills. Mentally retarded schoolchildren are characterized by emotional immaturity, instability of the processes of arousal and inhibition, motor disinhibition, affective behavior, which, in turn, complicates the process of education and upbringing. The development of prerequisites for the skill of self-control requires the creation of a special correctional and educational environment, conducting remedial classes aimed at correcting the emotional and volitional sphere of the student. This article presents the results of a study of the features of the development of primary self-control skills in mentally retarded schoolchildren, describes modern technologies for the successful development of prerequisites for self-control skills in productive activities. In the process of organizing circle classes, students with intellectual disabilities gradually develop control over their activities, develop, and form a personality. Properly organized educational environment, compliance with regime moments, unity of requirements have a positive impact on the development of the skill of primary self-control.

Materials and methods. The methodological tools of the study contain an analysis of scientific literature devoted to the problem of the development of prerequisites for self-control skills in schoolchildren with intellectual disabilities, the study and interpretation of scientific works of domestic and foreign scientists and practitioners. In addition, the package of methodological materials contains diagnostic techniques that allow conducting a survey in the form of a questionnaire; organizing observation, conversation, testing.

Results. The data obtained indicate that the formation of self-control skills in mentally retarded schoolchildren is characterized by underdevelopment, has a peculiarity depending on the degree of severity of the intellectual defect and requires the selection of specific methods of correction, special correctional work. The compilation of diagnostic techniques allowed us to experimentally confirm the initial assumption that a properly organized educational environment, strict observance of regime moments, consistency in requirements on the part of adult participants in the educational process have a positive impact on the development of primary self-control skills in students with intellectual disabilities.

Discussion. Based on the results of the study, we have developed a program of correctional and developmental classes for 5th grade students of a special (correctional) school. The work of the circle is aimed at developing the skills of primary self-control of mentally retarded schoolchildren, the formation of the ability to control their behavior, in particular outbursts of emotions, correction of the emotional-volitional sphere of personality. The practical, activity-oriented orientation of the program is carried out through productive activities: visual activity, application, modeling, modeling of problem situations.

Conclusion. It is concluded that during correctional and developmental classes, students make efforts, train perseverance, they form aesthetic qualities, learn to overcome difficulties, correct mistakes, evaluate their work. The use of various methods of work, such as conversations, teacher's stories in order to attract attention, exercises to relieve emotional and physical stress can help consolidate the knowledge gained during classes in mentally retarded schoolchildren.

The study modern technologies for the development of primary self-control skills in children with mental retardation in productive activities are presented;

The research  of the development of primary self-control skills in mentally retarded schoolchildren have been studied;

The authors  a recommendations on the development of primary self-control skills in mentally retarded schoolchildren in productive activities are presented.

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