Introduction. The priority area of research at the Russian Academy of Education is the scientific justification of approaches to improving the quality of students' education. One of the problems of the quality training of schoolchildren with limited health abilities for mastering the educational program is the organization of comprehensive psychological and pedagogical support for students with written disorders in a comprehensive school. The authors attempted to describe the results of comprehensive work on the implementation of psychological and pedagogical support for students with speech impairments. The study is based on data obtained in an inclusive educational organization — Municipal Autonomous Educational Institution “Secondary school no. 73 of Chelyabinsk”.

The purpose of the article: to substantiate the author’s vision of the implementation of corrective work to overcome written disorders in primary school children with dysarthria through a system of psychological and pedagogical support in a general educational organization.

Materials and methods. To solve the tasks, the main research methods were used: analysis of literary sources on the research topic, studying the state of the problem, studying the development history of children, personal files and medical records, observing, talking, questioning, testing, stating, monitoring, teaching experiments, analysis and generalization the results obtained.

Results. As a result of the experimental work, experimental techniques were selected and adapted to detect writing disorders in primary school children with speech disorders. Correctional work to overcome the written disorders of primary schoolchildren was carried out by testing a set of specially selected exercises in general education, specially organized classes and extracurricular activities, as well as during the interaction of students with dysgraphia with other specialists of the educational institution and parents.

Discussion. It is emphasized that the results of correctional work prove the effectiveness of the exercises offered to students to overcome dysgraphia. They aroused the interest of students, intensified the cognitive activity of students in the classroom and in extracurricular activities, and children became interested in improving the results of their written work.

Conclusion. It is concluded that the correctional work to overcome dysgraphia involved a comprehensive psychological and pedagogical support, taking into account individual characteristics, the structure of the defect and the developmental features of non-speech functions of younger students.

Methodological approaches to the implementation of psychological and pedagogical support for children with speech disorders in a general educational organization are described;

Practices of the implementation of psychological and pedagogical support for students with disabilities in the school environment are presented, which allow to implement the main directions of the provision of corrective assistance based on an individual approach and knowledge of the defect structure.

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