In today's conditions, inclusive education is one of the most prioritized and, at the same time, extremely necessary areas of pedagogy, which is associated with an increase in the number of people with developmental disabilities. The formation of English communicative competence in students with limited intellectual abilities will be of high quality, provided that various innovative methods and techniques are implemented. Mobile game applications open up wide opportunities not only for the formation of lexical and semantic skills, but also through the reliance on the visualization of the material, they allow you to master the spelling of words, their phonemic nature, and to consolidate the grammatical laws of a foreign language. The effectiveness of using these applications was tested when learning English by students with autism spectrum disorder. In the course of the experiment, a positive dynamic was noted regarding the acquisition of new vocabulary from the English language (study of nominal parts of speech and their grammatical categories), improvement of visual-motor coordination was observed. Pupils achieved significant success in reading and graphic reproduction of words and constructions. The use of metaphorical associative maps, schemes, drawings is a support for the strong side of persons with autism, as they are dominated by visualized-focused, photographic perception. The word turns into a word-picture-sign, due to which the learning process has a three-dimensional projection. The game applications are built taking into account the complexity of the material, its logical presentation and programmatic step-by-step. Vivid presentation and at the same time sensory-weighted design promote learning efficiency without causing reflexive overload, which is extremely important for learners on the autism spectrum.