The relevance of the chosen topic is due to the fact that currently writing disorders are one of the most common speech pathologies in children, especially in children with mental retardation. The leading activity in primary school age in children with mental retardation is play, so interactive play can become a leading method in the prevention of dysgraphy. Prevention of dysgraphy is an important link for determining the content of speech therapy work to prepare children of this category to learn to read and write.

The article includes an analysis of the concept and meaning of coherent monological speech of younger schoolchildren, the problems of coherent speech disorders in schoolchildren with combined speech disorders, as well as the conditions for the effective inclusion of theatrical activities in the process of correction of coherent speech of elementary school children. The theatrical activities in correctional speech therapy classes has a positive impact on the comprehensive development of the personality of younger schoolchildren with combined speech disorders, namely, contributes to the increase of mental and speech activity, motivation for communication.

In this article, the authors propose the restoration of speech in patients who have suffered an acute cerebral circulatory disorder, taking into account a personalized approach and within the acute period. The ways of implementing the studied personalized approach are proposed and the prospects for further rehabilitation measures are outlined.

The dissemination of information and communication technologies in speech therapy practice makes it possible to open up new training options, which makes it possible to achieve better results in correctional work in order to eliminate violations of speech and sensory development of children. Children develop a holistic view of the world around them, social and cultural life, and their own personality. The formation of knowledge concerning a variety of areas is carried out, the ability to make decisions in accordance with their own knowledge and experience is improved, skills of interaction with other people of different ages are created. The article offers various options for the use of information and communication technologies in the formation of sensorimotor skills in children with speech disorders.