Background. The relevanceof this study is determined by society’s growing interest in the process of socialization of persons with mental disorders, which determines the need to find new means and methods of support for them based on modern technology.

Objective. To determine the possibilities of using virtual and augmented reality in the educational environment for children with mental disorders.

Design. The authors carried out a pilot study, including a survey of teachers and an evaluation of the perception of children with mental disorders of images of augmented and virtual reality. The mental disorders referred to in the article are understood to be autism spectrum disorders, combined with mental retardation. In total, 10 teachers and 14 children of the study group were interviewed.

Results. Data from the survey of teachers showed that children with mental disorders have difficulty in processing visual information; they like the interactivity of forms, and they can be attached to certain things (books, places), which should be considered when developing scenarios for using devices with hyperreality. Data from the survey of the children showed that they like the most familiar objects, and that they usually don’t perceive complex images and unknown symbols; they tend to pay attention to the small details of objects. They usually select images which use primary colors and cool tones. Observations have shown that children with mental disorders often navigate the interface of unfamiliar devices faster than the owners of the devices. By changing the size of the image, they seem to help themselves find the answer to the question.

Conclusion. Our data confirmed the possibility of using hyperreality in the education of persons with mental disorders, and concretized ideas about the features of pattern recognition in virtual and augmented reality. Particular attention was paid to the characteristics of the form of not only the images, but also the technical devices, since the design is interpreted as an "adapter" of virtual and augmented reality images to the current state of the recipient.

The article is an attempt of a scientific analysis of psychological and pedagogical works and historical-methodological research by P.Ya. Galperin, who is widely known as one of the most influential domestic psychologists of the second half of the 20th century and who held a position of the professor of the Faculty of Psychology of Lomonosov Moscow State University. The introduction states that the fundamental works of P.Ya. Galperin had a significant impact not only on the development of a number of areas of psychological science and educational practice, but also for teaching them the basics in philosophical and psychological faculties of Lomonosov Moscow State University in 1940-1980-ies. It is noted that the developed by P.Ya. Galperin original concept and an innovative method based on fundamental philosophical grounds, and he rightfully possessed the deserved reputation of one of the largest theorists of psychological science. The following are 12 key stages of life P.Ya. Galperin. The ten main directions of his scientific and pedagogical activity are characterized. Detail reflected the development of P.Ya. Galperin and his scientific school of General and pedagogic psychology of the formation of creative thinking. Highly valued pedagogical activity of P.Ya. Galperin at Moscow University. Given the facts of the development of the heritage of P.Ya. Galperin in problem field of modern anthropology.

The fundamental principles of university education (forming of dialectical thinking, the unity of teaching and upbringing, manufacture of need in self-development) taken from A.N. Leontiev’s perspective are marked out and analyzed in the article based on a number of sources including archive materials. The problems and outlooks of applying of Leontiev’s ideas are discussed in the context of current reforms of secondary and high school in Russia.