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The article examines the theoretic and methodological aspect, the technology of special education, aimed at developing motivational school-readiness education of children with systemic speech disorders. Motivational school-readiness to study is considered from various positions: from a social position (motives related to the need for communication, evaluation and approval, the desire to take a certain place in the system of social relations) and cognitive position (motives related to educational activities, the need for intellectual activity and the acquisition of new skills, skills and knowledge).

Cultivating motivational school-readiness for children with systemic speech disorders through the speech therapy