In an inclusive educational environment, working with students who have speech disorders or delayed speech development requires a multifaceted correctional-pedagogical approach. In such children, the processes of speech perception, articulatory planning, phonemic discrimination, attention maintenance, and speech response organization may not be equally developed. Therefore, during the correction process, it is necessary not to limit oneself to only phonetic exercises, but also to manage the child's emotional state, visual perception, and neurodynamic activity. From this perspective, chromotherapy, a method of targeted work with colors, is of significant importance as an auxiliary pedagogical tool that can be used in the inclusive classroom. It is not an independent medical treatment method, but rather is interpreted as a didactic mechanism that supports visual stimulation, sensory regulation, and speech correction.