This scientific study is devoted to improving the process of forming speech communication in primary school students with special educational needs, in which the pedagogical, psychological and correctional foundations of the development of oral speech in special education settings are analyzed. The study develops scientific foundations based on the normative and legal documents adopted in the Republic of Uzbekistan on the development of inclusive and special education, the peculiarities of the speech and communicative development of children with mental retardation, and the psychological mechanisms of communication in the formation of speech communication. The concepts of advanced foreign and domestic scientists on the topic, including such classics as L.S. Vygotsky, A.N. Leontiev, M.I. Lisina, and the research of Uzbek defectologists, are analyzed, and inconsistencies in existing approaches are identified. The study substantiates the need to develop effective tools and technologies for the development of oral communication skills in students with moderate and severe mental retardation. As a result of experimental work, new pedagogical technologies based on an interactive approach to the formation of speech communication were proposed, and their practical effectiveness was proven. The results obtained are of practical importance for special education organizations, speech therapists, defectologists, and primary school teachers, and serve to improve the socialization and communicative competence of children with special educational needs.