The article presents an analysis of educational programs of 17 Kazakhstani universities in the field of training 6B019-"Special pedagogy" (Speech therapy) to study the sufficiency of their focus on correcting violations of written speech. Based on the analysis of the current state of the study of this problem in Kazakhstan and abroad, we have identified a lack of scientific data, who give priority to the Kazakh language in the work on the correction of specific violations of written speech in children. An analysis of the educational programs of the university 6B019-"Special Pedagogy" for the 2019-2023 academic year in Kazakhstan allowed us to establish that 11% of universities do not study disciplines aimed at correcting violations of written speech at all, and no university presents academic disciplines that reveal the features of eliminating specific written errors in the Kazakh language.As a result of the analysis of the content of educational programs, the conclusion is made, that for the subsequent effective work with children with writing disorders, special academic disciplines should be included in the content of the training of special teachers. In the process of studying them, students will consider the peculiarities of writing 9 letters of the Kazakh language, analyze characteristic apostrophes, the similarity of which contributes to their mixing to a certain extent; study the specifics of correcting violations of letters characteristic of the Kazakh language and much more.