“…The analysis of the results of the ascertaining stage of the experimental study allows us to draw the following conclusions; -children with intellectual disabilities who are enrolled in primary school have a systemic underdevelopment of speech, lack of communication skills; -failure of younger students with intellectual disabilities in the field of speech communication is associated not only with the systemic underdevelopment of speech, but also with the lack of communication skills, in particular, with the inability to understand the situation of communication, take into account the characteristics of the partner, arbitrarily use the available verbal and non-verbal means for communication;intellectual impairment of primary school children is an irreversible phenomenon, but it can have a positive dynamics in the development Lubovsky (1994), Namazbayeva (1986 with organized psychological and pedagogical influence in the conditions of special (correctional) institutions; -the expressed nature of trusting relationships in the circle of close people, the development of the need for communication through the family (Belinskaya et al, 2020) , demonstrates the need to include parents or persons replacing them in the correctional and pedagogical process, as well as teaching parents adequate methods of interaction with the child with a light and moderate degree of mental retardation, which will contribute to the formation of communication skills and socialization of the child as a whole (Cech, Kvintová & Cakirpaloglu, 2018).…”