PREPARING FUTURE SPEECH THERAPY TEACHERS FOR COMPREHENSIVE DIAGNOSTICS OF SPEECH DEVELOPMENT DISORDERS AND CONSULTATIVE ACTIVITY

Abstract

The article substantiates the theoretical and methodological principles of training future speech therapist teachers for comprehensive diagnostics of speech development disorders and advisory activities as interrelated components of the professional readiness of a special education specialist. The relevance of the study is due to the development of a network of inclusive resource centers, in whose activities a comprehensive psychological and pedagogical assessment of child development and consulting for parents and teachers are identified among the leading functions, the increase in the number of children with speech development disorders, in particular as a result of the stress-provoking factors of wartime, as well as the requirements of the Higher Education Standard for the specialty 016 Special Education regarding the ability of a graduate to carry out diagnostic and analytical and advisory activities. Methods of comparability, analysis, systematization, comparison were applied, which allowed to highlight key aspects and systematize the results. Results. The essence of comprehensive diagnostics of speech development disorders as a multi-stage process is revealed, which is based on the principles of complexity, systematicity, development, individual and activity approaches and involves the examination of all components of the speech system in relation to non-speech functions. The content of the consultative activity of a speech therapist teacher in working with parents, teachers and specialists of the psychological and pedagogical support team is characterized. The structure of the readiness of a future speech therapist teacher for the specified types of activity in the unity of motivational-value, cognitive, operational-activity, communicative-ethical and reflective components is specified. Conclusions. Pedagogical conditions and educational technologies of training are substantiated: diagnostic workshops, analysis of speech maps and video recordings of examinations, case method, role modeling of consultative conversations, practice on the basis of inclusive resource centers and educational institutions, professional portfolio. Prospects for further research are outlined, which consist in experimental verification of the effectiveness of the substantiated methodology.