Professional preparation of the future speech therapists to work in an inclusive space as a factor of the efficiency of the modern educational system

The article explores the preparation of a speech therapist for work in an inclusive educational environment as a factor influencing the effectiveness of the modern educational system. The current approaches to the formation of professional competencies of speech therapists, including methodological, psycho-pedagogical, socio-communicative, and innovative-technological skills, are described. The necessity of implementing activity-based learning methods, such as project activities, case studies, role-playing games, practical internships in resource and inclusive classes, as well as professional skills training, is substantiated. The role of interdisciplinary collaboration between speech therapists, teachers, assistants, and parents in the process of speech correction and the development of communicative skills of children with special educational needs is defined. The use of modern digital technologies, which allow monitoring children's progress, organizing distance learning, implementing individual educational routes, and providing prompt feedback to parents, is described. The relevance of preparing speech therapists to work in crisis situations and the ability to quickly adapt the learning environment to limited resources, ensuring the continuity of the educational process, is substantiated. Research by Ukrainian and international authors on speech correction methodologies and socialization of children with autism spectrum disorders, general speech underdevelopment, and other impairments is analyzed, as well as modern approaches to assessing the effectiveness of speech therapy in an inclusive context. It is determined that the systematic combination of theoretical training, practical methodologies, interdisciplinary collaboration, and digital technologies forms a competent speech therapist capable of effectively working in an inclusive environment, taking into account the individual characteristics of each child and group dynamics. Recommendations for the implementation of innovative methods in the practical work of a speech therapist, including the integration of play-based and art-therapeutic approaches, the use of adaptive communication platforms, and speech development resources, are described. The necessity of continuous professional development for speech therapists and the organization of professional communities for experience exchange and practical support is substantiated. The results have practical significance for improving educational programs for speech therapist training, developing teaching and methodological materials, and implementing innovative technologies in working with children with special educational needs. It is determined that the material presented in the article may be useful for teachers, practical psychologists, teacher assistants, methodologists, and parents actively involved in the inclusive education process, contributing to the formation of comprehensive socio-communicative development of children.