The proposed article presents the results of the study of the peculiarities of difficulties in solving arithmetic problems, in particular at the stage of abbreviated writing of the text of the arithmetic problem by younger students with severe speech impairment and on the basis of this level of formation of this skill. Arithmetic problems play an important role in elementary school mathematics. They, on the one hand, form a specific section of the program, the content of which students should learn, on the other – act as a didactic tool for teaching, upbringing and development of students. In our opinion, it is the solving of arithmetic problems that promotes the development and emergence of cognitive interest. It addresses the issues that students have. After all, in the course of work, the teacher does not give them ready answers, and makes them participants, learners of knowledge. It encourages them to think over the incomprehensible and prompts questions. Younger students are discovering new knowledge that can help them gain more information. According to the results of the analysis of the scientific literature, we can see that the scientists point out that the reasons for learning difficulties of children with severe speech disorders are due to the following: difficulties in solving arithmetic problems. In students with severe speech impairment there is a selective lack of cognitive functions and processes, which are the basic prerequisites for the formation of knowledge in mathematics and solving arithmetic problems, in particular, students with severe speech impairment with difficulty recognize even well-known objects, familiar objects, functions, simultaneity and succession of perception, disturbance of visual gnosis. The explanatory note to the school's program for children with severe speech impairment notes that the level of mastery of students with severe speech impairment in mathematics is lower than that of children with typical development. Most elementary students with severe speech impairment experience difficulty in learning mathematical material (such as arithmetic solving) throughout primary school. One of the most important reasons for the emergence of such features of mastering children with severe speech impediments in this discipline is the lack of basic mental processes and functions in them. The proposed article draws attention to what types of difficulties are encountered in younger students with severe speech disorders at the stage of constructing a shortened arithmetic problem. As a result of the analysis of the materials of the study, we found that three types of difficulties encountered in the construction of the reduced arithmetic problem data record for the younger students with severe speech impairments: inaccurate recording of numbers and symbols in the design of the shortened arithmetic task record; incorrect recording of words and numbers when constructing a shortened task record; wrong spatial...