In the paper the problems and prospects of the development of an inclusive culture of speech among students enrolled in the educational program "Special Pedagogy" are analyzed. The authors consider the inclusive culture of speech as an important component of readiness for future professional activity in the context of inclusive education. One of the important stages of its formation is the period of professional training at the university, since it is during this period that the competencies necessary for subsequent work are acquired in conditions of a heterogeneous composition of students, where each child is unique and has its own educational needs.

In order to study the process of forming an inclusive culture of speech among future special teachers in the process of studying at the university, the authors conducted a content analysis of educational programs in the direction of "Special Pedagogy" and the program of the discipline "Inclusive Education" for pedagogical specialties.

The results obtained suggest that in the process of training special teachers in Kazakh universities, insufficient attention is paid to both the formation of an inclusive culture of speech and inclusive culture in general; these phenomena are not distinguished as a separate subject of study. Based on the conducted empirical research, the authors substantiate the need to revise the complex of professional competencies of a special teacher with the inclusion of the competence of tolerant communication.