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Abstract: Inclusive education ensures equal access to education for all pupils, given the diversity of special educational needs and individual abilities. The article is devoted to the problem of specificity of predicative vocabulary of pupils going to schools with inclusive education, the analysis of scientific and methods literature including the Federal Law "On Education in the Russian Federation", describes the main features of speech of pupils with speech disorders, especially of predicative vocabulary. The author describes the main features of speech of pupils with speech disorders, examines the levels of underdevelopment of speech, especially of predicative vocabulary of preschool children. The article includes the research of vocabulary and grammatical structure of speech of preschool children with general underdevelopment of speech of the 3rd level learning at schools with inclusive education. On the basis of analysis of the research data about the features of predicative vocabulary the author makes the main conclusions that determine the need for speech therapy work to develop the vocabulary and grammatical structure of speech of pupils in the conditions of inclusive education.