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The article addresses the organization of corrective educational support for young children with motor impairments. It describes characteristic differences in sensorimotor and speech functions and cognitive activity and identifies the main areas of corrective educational work. Experience from a specialized school providing such support to young children with motor impairments in an inpatient setting is presented. A qualitative and quantitative scale for assessing development through object-related activity in children aged one to three years is described. The need for close cooperation with parents is emphasized.