The article presents the analysis of modern trends in the education of children with disabilities taking into account the development of inclusive practice and identifies the main aspects of their psychological and pedagogical support. Generalized labor functions of a speech therapist teacher in accordance with the professional standard are characterized and practical aspects of speech therapist's professional activity in the conditions of inclusive education of children with disabilities are considered. The authors of the article propose a revision of approaches to the training of future speech therapy teachers in the system of higher pedagogical education taking into account the expansion of professional competencies. One of the important professional competencies, according to the authors, is the possession of alternative and augmentative communication tools by a speech therapist and knowledge of technologies of their use in work with children with disabilities, who are identified as having pronounced problems with speech-language communication. Further, the authors discuss the approbation of the bachelor's degree program “Logopedics and Alternative Communication”, developed and implemented at the Institute of Psychology and Complex Rehabilitation of Moscow City University with a detailed consideration of the block of disciplines on the introduction of means of alternative and augmentative communication and assistive technologies in speech therapy work with children with special educational needs.
Grigorenko et al. (Fri,) studied this question.