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The article presents diagnostic and corrective methods designed for study and correction of sensory-perceptual activity of preschool children with intellectual disabilities. Sensory-perceptual activity is considered as a basis for further cognitive development of children in this group. The diagnostic method of its study involves differential criteria for fulfilling experimental tasks by three groups of preschool children – normally developing children, children with developmental delay and children with mental retardation. The corrective method aimed at forming such sensory-perceptual processes, as the ability to relate the properties of subjects to predetermined reference forms and the ability to model planar shapes of subjects is based on the gradual formation of mental actions theory developed by P.Y. Galperin. Both the diagnostic and corrective methods are based on L.A. Venger’s approach to the study of sensory-perceptive activity of preschool children.