Psychological and pedagogical features of students using an individual approach in the process of teaching history

The article emphasizes the need to consider an individual approach in teaching history as an integral part of a differentiated approach. The experimental part of the study revealed conditions that provide favorable learning conditions, taking into account both the individual characteristics of each student (features of higher nervous activity, temperament, character, speed of thought processes, level of knowledge and skills formation, efficiency, ability to learn, motivation, level of development of the emotional-volitional sphere, etc.), and its specific features characteristic of schoolchildren with this category of developmental disorders.