The article analyzes the peculiarities of the organization of correction of speech development of pupils with mental retardation in inclusive groups of preschool institutions. The contents, forms and methods of psychological and pedagogical support of children with speech disorders in the conditions of inclusion are determined, which play an important role in the development and consolidation of their social and communicative skills. The topics and structure of the organization of classes in order to overcome speech disorders in senior preschool children with mental retardation are analyzed