FEATURES OF PEDAGOGICAL TACT OF A SPEECH THERAPIST IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

Abstract

The purpose of the article is to outline the specific features of pedagogical tact of a speech therapist in an inclusive educational environment. To achieve this goal, the essence of the concept of "pedagogical tact" is first examined, along with its components. The article also explores the concept and components of an "educational environment," highlighting the social component as the main driving and developmental force and, at the same time, as a unique, complex system capable of self-organization. It is noted that an inclusive educational environment has distinct features such as the heterogeneity of student groups and a team approach involving specialists from various professional backgrounds: teachers, special educators, psychologists, medical professionals, and social workers. Working in such a diverse team requires each member to strictly adhere to rules of corporate ethics, which collectively form the foundation of their professional tact. The speech therapist serves as the central link in this inclusive educational system, connecting various professionals, such as medical and psycho-pedagogical staff, and ensuring the continuation of necessary pedagogical interventions after initial medical efforts. This continuity supports the successful adaptation of children with developmental needs to various and changing environmental conditions. Thus, a speech therapist needs to possess a special kind of medical-pedagogical tact. To determine the characteristics of a speech therapist's pedagogical tact, an analysis of the professional ethics of medical professionals is conducted, highlighting qualities that are also relevant for a speech therapist. A theoretical model of the specific features of pedagogical tact for a speech therapist in an inclusive educational environment is formed. It is identified that a speech therapist's tactfulness gradually develops through the internal integration of natural kindness, empathy, and love for children with pedagogical values acquired during professional training. This personal formation is further strengthened by professional competence gained both during education and through ongoing professional practice.