Abstract
The article considers the essence of psychological readiness for school in the context of social adaptation of children with hearing and speech impairment. The components of psychological readiness (motivational, intellectual, personal) are determined. Described, relying on the work of prominent researchers, the features of each component of the psychological readiness of children with hearing and speech impairment. Conducted a confirmatory experiment to determine the level of psychological readiness of children of the senior preschool age with hearing impairments in school discovered low rates. In particular, the not formed position of schoolchild, insufficient of motivational and intellectual readiness, there is a predominance of game motivation, which necessitates corrective work with this category of children.
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