The study theoretically substantiates and experimentally tests the key aspects of preparing defectologists (speech therapists) to work with children with special educational needs in modern inclusive education institutions. An analysis of the current state of the implementation of correctional and developmental work with primary school students with special educational needs - intellectual disabilities of varying severity, showed the existence of a certain range of problems. It was found, that the acute problem of interpreting speech disorders in a selected category of children remains within the framework of the modern speech therapy psychological and pedagogical classification, conducting a comprehensive clinical screening. Already at the stage of diagnosis, modern defectologists have insufficient pedagogical tools to install and identify the corresponding type of disorders of psychophysical development. The modern system of inclusive education requires the multidisciplinary knowledge of teachers, teacher assistants to carry out effective educational and pedagogical activities with the selected category of students not so much in modern special educational space as in inclusive education. Today's requirements are the training of “universal” defectologists for inclusive education institutions. Given the mass labor emigration due to the unstable socio-economic situation in the country, the constant shortage of qualified teachers to work with children with special educational needs remains relevant in the labor market. The analysis of educational documentation (curricula, working educational programs) in higher educational institutions for the training of students of specialty 016 Special education revealed the absence of relevant academic disciplines. The content of which reveals the applied aspects of the formation and correction of the speech activity of children with special educational needs, which contributed to the mastery of students' theoretical and practical knowledge about the specifics of the implementation of correctional development (logocorrectional) work with the selected category of children. Contributing to the solution of this problem is the need to introduce in the curricula of higher education institutions that train specialists in specialty 016 Special Education, for the cycle of selective disciplines of professional and practical training of future psychocorrectional teachers and speech therapists of the corresponding discipline or the inclusion of their individual modules (sections) in other related disciplines