The article is focused on the principal theoretical and methodological concepts related to the education of children with speech impairment in the conditions of the inclusive environment of elementary school. In particular, the author analyzes the following terminological concepts: language, speech, norms of speech, disorders in oral and written speech, anomalies in speech development, phonetic and phonemic speech underdevelopment, general speech underdevelopment, stuttering, lexical andgrammatical aspect of speech. It is noted that teachers, educators and teachers’ assistants as the main specialists who should create appropriate conditions for inclusiveeducation for children with speech impairment should be able to distinguish the norms for children’s speech from their disorders, to differentiate types of speech development disorders on the basis of psychological and pedagogical classification, to predict the possible difficulties in teaching children with special educational needs related to the formation of reading, writing and mathematical skills. Besides, the article provides with short characteristics and signs of the above types of speech development disorders in children, which will help primary school teachers with an inclusive form of training to choose appropriate methods and means of teaching children with speech impairment during the organization of educational process.