Existential dialogue of individuals with disabilities in an inclusive educational space

Introduction. The presentation of the features of dialogical relations of individuals with disabilities in the educational space of an inclusive society is of wide interest in social and humanitarian research. Priorities here lie in the consideration of existential problems in forming special social groups of people with disabilities. The issues of studying existential dialogue as an essential individual characteristic of social communication in an inclusive society are highlighted. The work aims, based on the philosophical conceptual apparatus, to study the features of existential dialogue in an inclusive educational space with a priority of forming educational and communicative values and meanings in individuals with disabilities. Materials and methods. The conceptual foundations and theoretical and methodological base of the article are related to scientific sources reflecting the existential problems of the life of individuals with disabilities, concerning the features of constructing an inclusive educational space. An adequate consideration of the basic directions and trends in forming such space involves phenomenological and existential approaches and practical, pedagogical, and sociological methods. Research results. In existential dialogue, an individual with disabilities acquires intersubjective experience as an actualization of internal experiences concerning the de-objectification of semantic complexes of an inclusive educational space. It was revealed that the existential dialogue reflects the situational and motivational aspects of the formation of such space. Within the framework of individual educational experience, transformations of the subjective time of an individual with disabilities occur, showing the basic levels of existential perception and existential experience of the complex of educational values obtained. KEYWORDS Conclusion. Existential dialogue in the educational space of an inclusive society reflects the peculiarities of the “experience” an individual with disabilities has in terms of real inclusive technologies and practices and is aimed at the individual’s realization of his or her own educational intentionality. The peculiarity of existential dialogue is that individuals with disabilities, accepting each other’s subjectivity, achieve interpersonal understanding, forming the social and everyday time of a special social group. The study of how individuals with disabilities identify themselves in the context of dialogical development of an inclusive educational space is primarily associated with demonstrating that a person’s psychological time influences the mechanisms of existential choice and actualizes its semantic and cognitive characteristics.