Improving the Professional Training of Speech-Language Pathologists in Inclusive Education Settings

This article examines the methods and pedagogical conditions necessary for improving the professional training of speech-language pathologists (SLPs) in the context of inclusive education. The study aims to identify effective strategies for preparing SLPs to work in diverse, inclusive settings, addressing the needs of children with speech and language disorders alongside their typically developing peers. Research methods included pedagogical observation, a competence-based diagnostic survey, comparative analysis, and review of international literature. The findings indicate that targeted competence-based training, interdisciplinary collaboration, and the use of adaptive pedagogical technologies significantly enhance SLP readiness for inclusive practice. The study concludes that reforming professional training curricula based on inclusive education principles is essential for producing highly qualified, practically competent speech-language pathologists.

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