PEDAGOGICAL CONDITIONS OF PROFESSIONAL TRAINING OF FUTURE LOGOPEDS IN THE UNIVERSITY

Abstract

The article deals with the complex of pedagogical conditions of a professional training of intending speech therapists in an informational and educational environment of higher educational establishments. The interpretation of a complex of pedagogical conditions is presented, under which we understand a set of interrelated factors and measures of an educational process, the following of which ensures that students achieve a higher level of readiness for professional activity. The following groups of conditions are identified: the first group reflects the process of a purposeful use of the potential of professional disciplines in a professional training of intending speech therapists through a theoretical training and practice, which is aimed at working with children with speech disorder; the second is oriented on the formation of future speech therapists’ readiness to work in a developmental and corrective mode (motivation, needs, abilities, determination to self-development, reflection, empathy, creative activity) using innovative forms, active methods and information and communication technologies; the third group is aimed at professional skills development, in particular‚ through correction and speech therapy by means of modeling articulation of sounds.

It is proved that the first group of conditions includes: a theoretical training of intending speech therapists, which is aimed at working with children with speech disorder; some additions to the content of educational disciplines and implementation of the developed special seminars «An innovative activity of a speech therapist», «The formation of a professional competence of an intending speech therapist», «Working with children with speech development disorder», concerning the solution to this problem, are embodied in an integrated interdisciplinary program of training of working with children with speech disorder. A practical activity of intending speech therapists on working with children with speech disorder was carried out during students’ practical training. The second group of conditions presupposes the use of innovative forms, active methods and educational technologies. For the implementation of the third group of conditions, sound articulation models are proposed, which are experimentally tested in a speech correction training of students creating great opportunities for the formation of correctional knowledge, skills and abilities than traditionally recommended methods.