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The article analyzes the results of the study of the formation of eating and personal hygiene skills among children with moderate and severe intellectual disabilities. The main directions of correctional work on the formation of self-care skills among children with intellectual disabilities have been described: eating skills; personal hygiene skills; dressing and undressing skills, etc. It has been established that the success of the formation of domestic independence among children with moderate and severe intellectual disabilities is determined by compliance with such conditions, in particular, determining the actual level of the child’s needs, improving the content of work with children, using a variety of visual aids, forming of a positive attitude to household activities, the gradual weakening of control in order to increase the independence and activity of the child.

Meaningful communication, which brings emotional satisfaction, stability in relationships, confidence, allows children to feel full members of society. The role of communication in human life is extremely important, so the study of this problem has become relevant in modern life. The aim of the article is theoretical study and empirical research of features of communicative activity of preschool children with speech disorders. We have organized a special study on the basis of senior and preparatory groups of preschool institutions, which included 50 children of 5-6 years of age. The purpose of the experimental study was to study communicative activity in its holistic aspect, so we tried to cover all its sides: motivational, communicative, emotional, moral-ethical and intellectually creative. The following methods were used to investigate the described characteristics: expert evaluation of parameters of communication of children (questionnaires were used for parents and teachers); psychological observation (during the role-playing game); conversation with children; psychological experiment; projective tests. Children with low levels of communication have the following features: formal contact, difficult to establish, no need for communication, children indecisive, do not initiate communication. Children with middle levels such characteristics are inherent: contact is meaningful, established gradually, children are characterized by shyness, need encouragement; the need for communication episodic. In preschoolers with sufficient level of communication, the contact is meaningful, easy to establish; the need for communication is stable. The results of experimental research have led to the conclusion that the level of development of speech functions and the level of communication are interdependent functions. All children with speech impairment have communication impairment. Accordingly, corrective work on the formation of communication skills should be carried out in parallel with the development of children's speech.