There are certain specifics in the educational process of pupils with mild intellectual disabilities, which can differ to a large extent from intact pupils. A certain specificity is the importance and appeal to the development of functions related to the pupil's perceptions and motor skills. These functions include visual perception and auditory perception. Auditory and visual perception belong to the partial functions that contribute to the formation of the pupil's psyche and personality and have a demonstrable influence on the pupil's school success and his further development. Pupils with mild intellectual disabilities show, to varying degrees, shortcomings in the areas of development of these functions (e.g., differentiation, analysis, synthesis). Visual and auditory perception play a key role, especially in the development of vocabulary and the practice of writing and reading, the acquisition of which is necessary in the education of pupils at primary school. Insufficient development of visual and auditory perception can lead to the fulfillment of the pupil's potential, which affects his school future. For this reason, it is necessary for teachers to be sufficiently acquainted with the importance of the development of visual and auditory perception, so that teachers can use effective exercises and procedures individually adapted to each student in pedagogical practice.