In today's educational landscape, the integration of innovative technologies in specialized institutions for children with intellectual disabilities has become a vital component in enhancing education, communication, and social adaptation. This study investigates the effectiveness of modern pedagogical and logopedic (speech therapy) technologies in developing the lexical-grammatical components of speech in intellectually disabled primary school students. Drawing on national and international research across medicine, psychology, pedagogy, and psycholinguistics, the paper explores the deep interconnection between cognitive functions and speech development. The research identifies common speech disorders in children with intellectual disabilities, outlines the role of innovative, game-based, and individualized technologies, and proposes a structured model for correctional-speech therapy. Empirical results from diagnostic and educational experiments conducted in three specialized schools in Uzbekistan demonstrate a statistically significant improvement in students' speech development using these technologies. The study concludes that personalized, engaging, and methodologically grounded approaches are essential in supporting the comprehensive linguistic and cognitive development of children with intellectual disabilities.
Kurbonova et al. (Tue,) studied this question.