Inclusive Educational Space Research Articles

Social interaction in an inclusive educational space in the context of studying the existential foundations of being a person with disabilities

Introduction. Considering the existential foundations of the existence of a person with disabilities in an inclusive educational space is conceptually, practically, and methodologically significant for philosophical and socio-cultural aspects of studying the specifics of inclusive reality. In line with modern philosophical trends, searching for and forming a correct conceptual and categorical apparatus is crucial; such an apparatus will be the theoretical basis for adequate presentation and interpretation of issues arising in the study of an inclusive society. Using the concept of social interaction, the work aims to consider how individual existential aspects of a person with disabilities are formed and implemented in an inclusive educational space. Materials and methods. The theoretical basis of the work is scientific sources concerning the everyday issues of people with disabilities, associated with a systematic approach to the functional features and mechanisms of the inclusive educational space. Correct and adequate presentation of priority tasks and transformation directions for an inclusive society, based on existential and phenomenological approaches, actualizes the use of symbolic interactionism, phenomenological reduction, and the praxemic method. Research results. An integral study of the life activity of people in different social groups and strata, complexes of motives for behavioral activity, and psycho-emotional reflection of radical transformations in the inclusive society are priorities of theoretical understanding of an inclusive educational space. Social interaction in the educational space is associated with the fact that a cognitive individual with disabilities reconstructs other subjects with disabilities as completely conscious objects from the point of view of intersubjectivity and using one’s own experience of understanding and interpreting the origins and essence of one’s own individual existence. Conclusion. Considering the existential foundations of an individual with disabilities primarily concerns their construction in relation to individual experience and with an emphasis on the complex of associations and experiences of sensory representations and the system of mental images. Substantial characteristics of individual experience allow constructing multi-level models that reflect the complexity of intentions and existential experiences of a person with disabilities and the features of their own interval trajectory of involvement in the inclusive educational space.

Barriers and Facilitators to Inclusive Education for Learners Who Are Deafblind: A Scoping Review

The case of Hellen Keller presents a great example of what a learner who is deafblind can achieve if provided with the appropriate educational accommodation in terms of content, environment, learning approach, instructional strategies, and teaching methodologies. However, access to education is not the reality for most learners who are deafblind due to their unique educational needs, owing to their dual sensory impairment. There has been an assertion that learners who are deafblind may not thrive in inclusive educational spaces, but there is a paucity of research to support or dispute this assertion. This scoping review explored what is documented in the literature on the barriers and facilitators to inclusive education for learners who are deafblind. A scoping review methodology using Arksey and O’Malley’s framework was employed. A search was conducted using six databases, including Science Direct, PubMed, Scopus Medline, ProQuest and gray literature, to identify publications focusing on the barriers and facilitators to inclusive education for learners who are deafblind. The findings from the scoping review suggest that the factors that influence the inclusion of learners who are deafblind in inclusive educational settings include the availability of educational settings; accessibility to the physical and social environment, and assistive devices; acceptability by peers and educators and the preparedness of educators; and the adaptability of classroom strategies. For learners who are deafblind to thrive in inclusive educational settings, transformational attitudes and intentional and specific strategies from multiple stakeholders are necessary. Therefore, the educational system, schools, peers and communities should be deliberate in putting in place specialized support and resources to accommodate the diverse needs of learners who are deafblind in all phases of their schooling life.

"I do think that accessibility is a really major thing that has come [out] of [the] pandemic": The lived experiences of resilience and health-related quality of life among a diverse sample of graduate students during the COVID-19 pandemic.

The COVID-19 pandemic has negatively impacted the mental health and wellbeing of post-secondary students. Resilience has been found to serve as a protective factor against mental distress among students during the pandemic. Despite the plethora of research that exists on post-secondary students during this crisis, most studies exploring students' health and resilience are quantitative and lack diversity. To date, the lived experiences of health-related quality of life (HRQOL) and resilience among graduate students representing diversity in age, gender, ethnicity, parental status, university, degree, and faculty during the COVID-19 pandemic remain unknown. As a part of a larger study, the purpose of this qualitative paper was to understand the lived experiences of resilience and HRQOL among a diverse sample of graduate students approximately 18 months into the COVID-19 pandemic in Ontario, Canada. A total of 14 students participated in semi-structured interviews exploring HRQOL domains, factors that supported/undermined participants' resilience, challenges/barriers to being resilient, and participants' inner strength. Thematic analysis revealed 5 themes: (1) cultural influences on resilience; (2) the role of privilege/power in shaping resilience; (3) how life stage and past experiences support resilience; (4) how the COVID-19 pandemic has undermined the resilience of equity-deserving groups; and (5) the role of disability/chronic pain. This work presents a unique dichotomy between how the COVID-19 pandemic has disrupted the lives of some graduate students, while simultaneously creating opportunities for others to thrive. Findings from this work underscore the importance of creating inclusive and accessible educational spaces to support graduate students' resilience and HRQOL currently, and in times of crisis.

Universal design for learning and artificial intelligence in the digital era: Fostering inclusion and autonomous learning

In the digital era, the convergence of universal design for learning (UDL) principles and artificial intelligence (AI) stands as a transformative force shaping education. This article explores their intersection, emphasizing their combined impact on fostering inclusion and autonomous learning through the lens of UDL’s multiple means of representation, engagement, and expression. UDL, committed to inclusivity by providing various ways for students to access, engage with, and demonstrate understanding of content, synergizes with AI’s transformative capabilities. The article presents three practical applications illustrating how the integration of UDL and AI, employing multiple means, enhances autonomous learning, eliminates barriers, and cultivates inclusive educational spaces. This collaboration not only addresses immediate challenges but also serves as a catalyst for systemic change, paving the way for a more just and equitable educational landscape in the digital era. Continuous reflection, ethical considerations, and purposeful integration of UDL principles and AI are essential for refining these approaches and ensuring a responsive educational system that promotes inclusion and autonomy.

ТЕХНОЛОГІЧНІ ЗАСАДИ МОДЕЛЮВАННЯ ЗДОРОВ’ЯРОЗВИВАЛЬНОГО СЕРЕДОВИЩА СУЧАСНОГО ЗАКЛАДУ ОСВІТИ

The article examines content-technological aspects of modeling the health development environment (HED) by management teams of experimental HEDs, characterizes the types, types and samples of the latest health-preserving technologies for the implementation of the HED model of HEDs. The experience of implementing a logical-functional model of a health-developmental environment in secondary schools of the Poltava Region from 2017 to now has been analyzed, which provides for the creation of an educational environment that corresponds to the humanistic-competence paradigm and the principles of the New Ukrainian School. The periodicity of changes in the model is evaluated: from 2017 to 2021, when ZROS was focused on creating a health-developing environment in primary classes, and from 2021 to now, when new challenges are taken into account, in particular, the state of war, which affected the safety of the educational environment and the creation such an environment in primary school. The article emphasizes the autonomy of educational institutions in the formation of reference conditions for personality development. The organizational and functional aspects of the modeling of social security, in particular, changes in the regulatory and legal framework, the creation of methodological communities with the participation of scientists, and the development of comprehensive educational programs are considered. Emphasis is placed on management teams aimed at supporting healthy lifestyles and a safe environment for students and staff. The newest tasks for the period 2021-2026 are considered separately, in particular, the formation of a psychologically comfortable environment, motivation for physical activity, the introduction of an inclusive educational space and support for ecological behavior. The results of the simulation of integrated courses for students of 5-6 grades, focused on the development of competencies in the field of health, safety and well-being, are presented. The importance of adapting educational processes to new realities and the needs of further development of the health-developmental environment model to ensure high-quality education and support the health of students is emphasized. Key words: humanistic-competency paradigm of education, institution of general secondary education, technological bases of modeling, health-developmental environment, education seekers, logical-functional model, health-preserving competence.

ІNCLUSION IN HIGHER EDUCATION: PHILOSOPHICAL AND SOCIAL CONTEXT

The article analyses the problem of implementing inclusion in higher education in various developed countries. The author reviews the main international declarative and legal documents that form the basis for the implementation of the principles of inclusion in society in general and in the educational sector in particular. The author traces the connection between changes in public consciousness and activities of higher education institutions in the respective countries with regard to the adoption of the principles of equality and inclusion. It has been found that the implementation of the principles of inclusion in higher education is possible in societies with a high level of community well-being, as evidenced by the higher education systems of highly developed countries that are at the forefront of promoting inclusive university education. That is, inclusive practice in higher education, which is not a compulsory educational level, is developing thanks to social activism and support from government institutions. In fact, the task of the university is to provide a favourable inclusive educational space for a student with special needs. The author draws attention to the fact that promoting an inclusive form of education in a higher education institution should not impair the quality of educational services and limit the level of professional competencies acquired by a person with special needs. The author identifies the key problem of inclusion in higher education - achieving stability in its provision. The author believes that this stability can be achieved through the implementation of the following steps: equal admission of an applicant with special needs; effective training in an inclusive educational space with the acquisition of a full set of professional competencies and the ability to implement the acquired professional elements in professional activities. In the author's opinion, the current progress on the part of Ukrainian society has received a peculiar vector sequence: formation of an understanding of the demand for higher education for people with special needs; search for effective and efficient inclusive formats for organising the educational process in a higher education institution; creation of a unified and universal system of inclusive higher education, which will be integrated into the local educational strategies of a particular higher education institution. This algorithm harmonises the aspirations and wishes of a person with special needs and the capabilities and transformations of the university.

INTERACTIVE ORIENTATION OF ADOLESCENTS IN THE PERSPECTIVE OF INCLUSIVE EDUCATIONAL SPACE

Relevanse. The paper presents the results of a research of interactive orientation in the context of its influence on the communication of adolescents in the inclusive educational space. Methodology. Methods: comparative analysis, quantitative and qualitative analysis of the obtained data using mathematical and statistical methods, generalization of conclusions. The sample of research consisted of 240 students (aged 11 - 14), 30 of whom had special needs (18 boys and 12 girls). The experimental base of our study was 14 inclusive classes of Ukrainian schools. Results. The obtained results provide grounds for statement that the orientation towards interaction is more characteristic of teenagers with typical development than their peers with special needs. A moderate negative correlation was found between interactive and marginal orientations. Therefore, adolescents who strive for interaction are less infantile and more capable of adequate perception and acceptance of the interlocutor. Conclusions. The importance and peculiarities of the interactive orientation of adolescents who are participants in the inclusive educational space have been revealed. This determines the importance of socio-psychological activities to reduce the level of concentration on personal interests or tendency to marginalization and, thus, increase the level of adaptability in communication, as teenagers with typical development and their classmates who have special needs. This will contribute not only to the optimization of the inclusive educational space, but also to the expansion of their opportunities for selfrealization in various spheres of society.

Empowering Inclusivity: Navigating the Transformative Landscape of ICT in Cultivating Inclusive Classroom Environments Amidst Challenges

In recent years, Information and Communication Technology (ICT) has emerged as a pivotal tool in fostering inclusivity within school and classroom settings. This conceptual paper delves into the dynamic intersection of Information and Communication Technology (ICT) and inclusive classroom environments, exploring ICT's transformative potential amidst the multifaceted challenges and issues. By analyzing the evolving role of ICT in fostering inclusivity, addressing accessibility barriers, and promoting diverse learning experiences, this paper aims to provide a nuanced understanding of how educators and stakeholders can navigate challenges to create truly inclusive educational spaces. Through critical examination, innovative strategies, and practical insights, this paper offers a roadmap for leveraging ICT as a catalyst for inclusive education in the face of complex challenges.

Comprehensive industry review of Kazakhstan higher education market: trends and challenges

Higher education in Kazakhstan occupies a central place in the process of socio-economic progress of the country. In recent decades, Kazakhstan's higher education market has undergone significant changes. The rapid development of technology, integration into the global educational space and changes in the economic and social spheres have led to a revision of the needs and expectations of higher education. The article presents an analysis of the higher education system of the Republic of Kazakhstan with an emphasis on highlighting key trends and challenges. The main focus of the research is aimed at studying the dynamically developing and highly competitive higher education market, in which both public and private educational institutions are actively functioning. The main purpose of this study is to provide detailed coverage of the current conditions and trends in the higher education market in Kazakhstan. To achieve this goal, various methods were used, including content analysis, a desk method of data collection, comparison and generalization. The analysis was based on secondary data: a review of current sources and scientific publications over the past five years from international and local databases, statistical data and analytical reports. The results of this study provide an objective view of the current state, structure, participants and directions of development of the higher education market in Kazakhstan in the period 2017–2022. The study highlights the importance of regional development issues, ensuring broad accessibility of higher education, active integration of the latest technologies and teaching methodologies, as well as the formation of a comprehensive and inclusive educational space.

Fostering Education in Epilepsy: A Canadian League Against Epilepsy Teaching Initiative.

The Canadian League Against Epilepsy initiated a virtual epilepsy education program, conducting 29 webinars from March 2021 to September 2023. We report our experience, with the goal to inspire other groups to develop inclusive, equitable, and free educational spaces with a worldwide reach. Monthly sessions drew a median attendance of 118 participants, predominantly Canadian but also international, including physicians (58.9%) and trainees (22.8%). Post-webinar surveys (average 40% response rate) noted high satisfaction, a strong inclination to recommend the sessions, and an interest in clinical case-based topics. We plan to consider integrating a self-assessment section evaluating knowledge gained after each seminar.

Resilience Strategies of Students in Highly Complex Educational Contexts: Opportunities for Inclusive Pedagogical Transformation

The COVID-19 pandemic had various effects on the social, personal and educational spheres that made it necessary to rethink how to respond to new emerging needs. In Spain, a massive closure of schools occurred, which led to a transition from face-to-face teaching to emergency remote teaching. This led to the implementation of pedagogical measures to ensure continuity in the teaching process. The aim of this research is to explore the impact of the pandemic on the educational and personal trajectories of students from their own experiences of attending a poorly performing school in the province of Malaga (Spain). The methodology was qualitative, and the information was collected through a focus group. The most relevant results indicated that the students, in response to the pandemic situation, developed resilience strategies to cope with the lack of technological devices, connectivity problems, difficulties in managing their emotions and the absence of interactions with their peer groups. The main conclusions include the need to build resilient and inclusive educational spaces as key pillars for educational transformation.

Analysis of Language Politeness in Students and Lecturer Interactions on WhatsApp group: a Pragmatic approach

This research presents an analysis of language politeness in interactions between students and lecturers on WhatsApp group. With the increasing integration of digital platforms in educational settings, understanding the dynamics of language use and politeness in these contexts becomes crucial. The study aims to investigate the strategies employed by students and lecturers to convey politeness and maintain positive interactions within a virtual learning environment. The research adopts a qualitative approach, utilizing discourse analysis to examine messages exchanged on WhatsApp group among students and lecturers. The data collection involved capturing and archiving conversations from WhatsApp group in English Syntax course in 2021/2022 academic year of English Department in Universitas Komputer Indonesia (Unikom). The data are analyzed using Leech’s politeness theory. According to Leech the politeness principles are divided into six, namely the tact maxim, generosity maxim, approbation maxim, modesty maxim, agreement maxim, and sympathy maxim. The results show that the percentage of conformity regarding compliance and violation of maxims with the result being 100% conform, so that politeness in language interactions between students and lecturers in WhatsApp media in the course was stated to be very polite. The findings indicate that both students and lecturers employ various politeness strategies to foster positive communication. These strategies include the use of indirect speech acts, mitigating language, politeness markers, and positive politeness strategies such as expressing gratitude and offering support. Furthermore, the analysis reveals the influence of power dynamics on language politeness. Lecturers were found to engage in a more authoritative discourse, while students often adopted deferential and respectful language. However, instances of assertiveness from students were also observed, challenging traditional power differentials and promoting a more egalitarian communication style. The implications of this research shed light on the importance of fostering respectful and polite communication within virtual learning environments. The findings can inform educators and students on effective language use to maintain positive interactions and create inclusive educational spaces. Furthermore, the study contributes to the existing literature on digital communication and politeness strategies, adding valuable insights into the specific context of WhatsApp group interactions in educational settings. Keywords: Language politeness, Virtual Learning Environment, WhatsApp Group, Maxims

ИНКЛЮЗИВТІ БІЛІМ БЕРУДЕ SCRATCH – ПРОГРАММАЛАУ ОРТАСЫН ЖОБАҒА БАҒЫТТАЛҒАН ОҚЫТУ ПРАКТИКАСЫНДА ҚОЛДАНУДЫҢ ЕРЕКШЕЛІКТЕРІ

Digital literacy plays a key role in the formation of an inclusive educational space that can adapt to the unique needs of each student, ensuring equal access to education. As a result of teaching the subject “Informatics” in general education schools, there are no specific examples of projects and pedagogi-cal methods successfully used in inclusive education through computer programs, for example, using Scratch. That is, there is a need for special children to develop computing skills, thinking with the help of software tools. In this regard, the research work aimed to identify the specifics of learning using the Scratch environment of the project – oriented method of teaching in inclusive classrooms. To achieve this goal, the conditions were first identified and the experience of the project method of teaching sec-ondary schools at the republican level was analyzed. Secondly, a curriculum of project tasks that form students’ system thinking has been developed, compiled in a Scratch programming environment. The effectiveness of the project-oriented teaching method is determined and the ways of practical implemen-tation are introduced through the optional class “Programming in the Scratch environment” according to the developed curriculum.In addition to the proposed course curriculum, an educational and methodological collection of practical tasks “creating a project in a Scratch environment” has been developed and introduced into the educational process, and the effectiveness of the proposed teaching methods has been determined as a result of the experiment.

Building a model of navigational strategies for queer undergraduate students in STEM

IntroductionThere is a critical need to foster inclusive educational spaces for Queer identifying students and to resist oppressive structures that seek to marginalize and inflict trauma on students because of their gender or sexual identity.MethodsDrawing on thematic analysis and Queer theory, we interviewed 11 Queer identifying STEM students to understand the navigational strategies they leveraged within higher education environments related to their Queer identity.ResultsWe developed a cyclical model of navigational strategies employed by Queer STEM students that involved evaluating the environments, performing psychological identity calculations, and engaging in behavioral actions. Students evaluated the environment by attending to the diversity of gender representation, presence of other Queer individuals, and contextual factors conveyed based on disciplinary expectations. Students engaged in psychological identity calculations whereby they assessed beliefs about the relevance, importance, and fears related to their Queer identity, with few perceiving any benefits. Behavioral actions resulted in students building a chosen community, disclosing or shelving their queer identity, and advocating for representation.DiscussionIn order to support Queer students to thrive in educational contexts, researchers and practitioners should examine ways to increase representation, use inclusive pedagogical strategies, and understand the relevance of Queerness within disciplinary fields. Questioning the relevance or presence of Queerness in higher education environments only further serves to oppress, inflict trauma, and marginalize Queer students.

Creating inclusive educational spaces: assessing assessment in a post-pandemic world

ABSTRACT This article traces the shutdown of large-scale assessment in two countries – the United States and Denmark – as a result of the COVID-19 pandemic. These two countries, which have complicated histories with large-scale assessment and inclusion of diverse students, were forced to adjust their testing agendas during 2020. This article seeks to explore what divergent and convergent pathways Denmark and the United States could take in regard to large-scale assessment, particularly in regard to educational inclusion and diversity. Large-scale assessment regimes at once delimit the imaginary of inclusion and actively promote segregation and ability-based tracking, but at the same time represent a space for conceptual inclusion in educational achievement. Given these complexities, we provide policy scenarios on assessments in a post-pandemic world that could hold the potential of transcending the paradoxes presented by the alignment of the elitist educational agendas of assessments on the one hand, and the agenda of inclusion on the other hand. To do so, we chronicle this recent history and then evaluate four future scenarios for the two countries through the lens of educational values and complex systems theory.

Faculty/Staff Training to Examine Racial Implicit Bias: Findings and Implications for Creating Inclusive Educational Spaces

Faculty/Staff Training to Examine Racial Implicit Bias: Findings and Implications for Creating Inclusive Educational Spaces

METHODOLOGICAL APPROACHES TO THE DEVELOPMENT OF PEDAGOGICAL SKILLS IN AN INCLUSIVE ENVIRONMENT

The study is devoted to one of the most pressing problems of training personnel of educational institutions with inclusive education. In particular, the methodology of personnel training (methodological, synergistic, optimization of the educational process, selection of training content) is considered. Methodological approaches are highlighted as leading in the professional training of a special student-centered educational institution with inclusive education. The key concept of "system" is considered as an integral complex of elements interconnected in such a way that when one changes, the others change as well. Based on the new conceptual foundations of the modern social development, the ways of reforming the education system are outlined. The introduction of courses aimed at acquiring new professional skills and changing attitudes towards children with special educational needs is identified. The focus is on the initial ideas of the concept of training multidisciplinary specialists and outlines methodological approaches: axiological, systemic, integrative, student-centered to the training of special education specialists to work in an inclusive educational space, which determines the overall scientific strategy. The factors influencing the formation and development of inclusive education in Ukraine are described. The problems of special professional training of highly qualified teachers of inclusive education are covered in detail. Particular attention is paid to the importance of improving the system of the training of special education specialists. It is summarized that modern educational reforms require a change in approaches to the organization of the content of the inclusive education.

OCCUPATIONAL THERAPY AND PHYSICAL THERAPY IN INCLUSIVE EDUCATION

In the context of solving the tasks of inclusive education, the competencies of physical therapists and occupational therapists, defined by the Standard of Higher Education of the second (master's) level of higher education in the field of knowledge 22 Health care, specialty 227 Physical therapy, occupational therapy, in particular effective cooperation with all members of the multidisciplinary rehabilitation team and other health, education and social policy professionals involved in providing services to patients/clients.
 The purpose of the research is to reveal the content and tasks of physical therapy, occupational therapy in an inclusive educational space. In order to achieve the set goal, the following research tasks must be solved: to reveal the state of scientific study of the problem of using methods of physical therapy, occupational therapy in inclusive education; to analyze the task of the team of psychological and pedagogical support of a child with special educational needs; determine the types of health-preserving technologies in educational institutions with an inclusive form of education; to analyze the content, forms and methods of adaptive physical education in an inclusive educational space.
 Conclusions:
 
 The introduction of an inclusive form of education in Ukraine significantly actualized the need for the use of occupational therapy and physical therapy in corrective and developmental assistance for children with disabilities of different age and nosological groups. At the same time, the support of children with special educational needs in the implementation of the tasks of the individual development program by a multidisciplinary team of specialists in an inclusive educational space has become an important direction of ensuring their special educational needs.
 The use of various types of health-preserving technologies is an important condition for the effective functioning of inclusive education. In order to preserve, strengthen and increase the physical, mental and social health of pupils of inclusive groups of special education, such main groups of health-preserving technologies are used as: organizational-pedagogical, psychological-pedagogical and educational-educational. Organizational and pedagogical ones are used to determine the structure of the educational process, which is able to prevent overwork, hypodynamia, etc.
 Among the types of health-preserving technologies that are used in the inclusive educational space of primary schools, it is appropriate to single out: physical culture and health, medical and preventive technologies, and technologies for ensuring optimal mental and social health of preschoolers.
 The effectiveness of the introduction of AFV in the work with pupils of special educational institutions who have normative development and their peers with special needs of different nosological groups depends on ensuring an optimally favorable, barrier-free educational environment in special educational institutions. The results of AFV directly depend on taking into account and realizing the potential opportunities and needs of each child, individual characteristics, preservation and strengthening of his health. At the same time, it is necessary to take into account that regardless of the psychophysical development of preschoolers and their state of health, each of them has resource opportunities, the use of which can positively affect the quality of life.

Effectiveness of Digital Technologies in Inclusive Learning for Teacher Preparation

In this research, digital technologies that will potentially be useful for teachers in an inclusive educational space were considered. The combined classification of digital technologies of inclusive direction, including software and hardware in three main areas, is offered: for training and repetition; to help with learning; and to expand learning opportunities. The authors developed and theoretically substantiated a model for preparing pre-service teachers to use digital technologies in an inclusive educational space. The effectiveness of the developed model was tested through a pedagogical experiment that involved three tests based on criteria. The effectiveness of the authors’ model was confirmed by the sign test at the significance level of 0.05.

UPBRINGING OF A HUMANISTIC POSITIONAND HUMANISTIC VALUES OF FUTURE SPEECH THERAPISTS IN THE PROCESS OF THEIR PROFESSIONAL TRAINING FOR WORK IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

The relevance of the study of the problem of educating the humanistic pedagogical position of future speech therapists in the process of their professional training cannot be doubted, because the student youth, as the intellectual force of the Ukrainian state, must become a leader of the ideas of tolerance, an active inspirer of its implementation in the educational space, thus guaranteeing the further progressive development of society in as a whole. The purpose of the article is to highlight the importance of educating the humanistic pedagogical position of future speech therapists in the process of their professional training for work in an inclusive educational environment; generalize the meaning of the concepts of «tolerance» and «humanity», present their essential characteristics as a pedagogical and psychological phenomenon; reveal the role of a humanistic pedagogical position for the development of positive general human qualities of future speech therapists. The article involves analytical and logical, systematic scientific methods, as well as the method of analysis, explanation, and synthesis, which made it possible to determine the content of the humanistic values of the future speech therapist, etc. It was found that the humanistic pedagogical position of the speech therapist appears as a system of positive and constructive attitude towards professional activity, which testifies to the ability of the specialist to focus on each individual child as the highest value, to promote the realization of his right to self-expression and self-development. Considerable importance in the upbringing of a humanistic position and humanistic values is assigned to educational institutions, which must direct the educational process in such a way that students, future speech therapists become a model of tolerant behavior, since a tolerant teacher will be able to build tolerant relationships with children, in particular, working in an inclusive educational space.