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Abstract: The article presents the analysis of the results of a practical study aimed at identifying the specificity of communicative development of children of early and preschool age with disabilities. This study was conducted during the period of active reformation of the national education system, when the question of revision of traditional approaches to the provision of speech therapy for children of preschool age with various developmental disorders arose. Within the framework of this study, a logopedic diagnosis of children of early and preschool age with disabilities is presented in a new perspective, in the implementation of which the assessment of the state of the entire communicative sphere, and not only the level of formation of speech skills is put to the fore. The main diagnostic criteria include age aspect, determination of primary or secondary speech dysontogenesis, formation of communication as a process, the level of development of nonverbal means of communication, motivation for speech communication and the level of speech development. On the basis of the obtained results it became possible to differentiate the experiment participants taking into account five variants of the deviating development of communication skills. This aspect was taken into account in the construction of the concept of speech therapy support for children of preschool age with disabilities, taking into account their special educational needs and on the basis of a variable approach to the organization and implementation of speech therapy. The article deals with the general component and variable components of speech therapy assistance to children with developmental disabilities and their parents on the basis of preschool educational organizations in Moscow. Different forms of speech therapy support for children from 2 to 5 years with disabilities are presented. A flexible system of organization of speech therapy care, which allows parents to choose for their children the option of speech therapy appropriate to their abilities and adequate demand, have contributed to effectively addressing communication disorders and socialization of children with disabilities.