DIALOGICAL COMPETENCE OF A PERSON WITH DISABILITIES IN INCLUSIVE EDUCATIONAL DIALOGUE

In modern and classical pedagogy and psychology, a significant place is given to the problems ofsubjectivity (lack of personality) and authenticity ("fictitiousness") of human life: the human personality, relationships, activities and values. The authenticity is a problem of success, harmony of human life, subjective dialogue of aperson with himself and the world (meaningfulness of his being). In dialogue with another in an educationalsituation, building an understanding of the world, a person simultaneously develops an understanding of himself. Ineducational dialogue with each other, people test, explore, transform, coordinate different parts of their experiencethat cannot be studied in other circumstances. The purpose of the research is to analyze the problems of dialogicalcompetence of a person with disabilities as a phenomenon of readiness and ability to build and develop semanticrelationships with oneself and the world in educational dialogue. The theoretical basis of the research is the analysisand integration of data from various empirical and theoretical models of understanding a person's dialogicalcompetence in the context of subjectivity and reliability of his being in pedagogy and psychology. This competenceis a phenomenon of the readiness and ability of a person with disabilities to build and develop relationships withoneself and with the world. The concept of dialogical competence implies an understanding of the processes andlearning outcomes as a phenomenon aimed at maintaining and developing a harmonious and authentic humaninteraction with himself and the world. The study proposes a theoretical model of inclusive education aimed at theformation and development of the participants' dialogue competence.