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The article deals with the characteristic features of speech development of primary school children with learning disabilities, due to the peculiarity of the development of their cognitive activity. The main types of communicative universal educational actions are analyzed. Criteria for assessing the level of development of communicative universal educational activities in younger students with learning disabilities are highlighted. The significance of these criteria for determining the directions of correctional and developmental work in educational and extracurricular activities for the development of communicative universal educational actions is substantiated.

The main criteria for the formation of communicative universal educational actions in primary school children with learning disabilities