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Abstract: The article is devoted to the problem of development of the motivation basis for prevention of dysorthographia of students. In this regard, emphasis is placed on the study of urgency of this process in the conditions of inclusive education. The article reflects the modern trends of inclusive education of primary schoolchildren with speech and writing disorders in the Russian Federation. The author has reveals and discloses the causes that determine keen interest to the search of new methods and ways of teaching pupils their native language with the use of their innate personal resources and effective technologies of dysorthographia prevention. Emphasis is placed on motivation – «a stepping stone» of the writing process. This is not by accident, because the undertaken analysis of scientific works shows that motivation gaps play the key role in the psychological structure of disorders of pupils with dysorthographia. The article specifies that formation of orthographic competence is largely determined by the motivational component of educational activity, so further work on the development of motivation basis of dysorthographia prevention would allow preventing the negative effects of dysorthographia, which have educational, social and psychological nature.