The article is devoted to the study of the features of teaching history to blind and visually impaired children, the development of their intellectual and cognitive abilities, as well as specialized methods aimed at socialization. In the introduction, images are considered not only as objects of scientific knowledge, but also as tools that help children with visual impairments develop a holistic understanding of the world, imagination and critical thinking. The relevance of this topic is determined by the period of history as a means of compensating for the limitations of perception of the world by blind and visually impaired children, enriching their cultural and social experience. History becomes a bridge connecting them with the world heritage, helping to develop the skills of analysis and understanding of economic processes that contribute to social entrepreneurship and self-realization. The purpose of teaching history to the blind and visually impaired is not only to convey knowledge about the historical path of human development, but also to develop skills, analyze historical events, awaken interest in studying the past and, most importantly, develop weak critical thinking. The article describes the main tasks facing teachers taking into account the individualized approach to teaching, controlling visual impairments and using adapted educational technologies. The article examines in detail three key principles of teaching: scientific, historical-cultural and visual. Particular attention is paid to the use of tactile models, audiovisual materials, relief images that help students with visual impairments perceive and understand historical facts.