FORMATION OF BASIC SPEECH THERAPY COMPETENCIES OF FUTURE SPECIAL EDUCATION SPECIALISTS

Abstract

The article examines the problem of formation of basic speech therapy competences of future specialists in special education in the conditions of modern higher education of Ukraine. The relevance of the study is determined by the need to ensure high-quality professional training of higher education applicants capable of effective corrective and developmental work with persons with speech disorders of different age groups, increasing requirements for the level of their practical and methodical training. The purpose of the article is the theoretical substantiation and analysis of the peculiarities of the formation of basic speech therapy competences of future specialists of special education in the process of professional training in institutions of higher education. The study used a complex of theoretical and empirical methods, in particular, analysis and generalization of scientific sources, pedagogical observation, questionnaires of students of higher education. The article clarifies the essence of the concept of «basic speech therapy competencies» and defines their structure, which covers cognitive, operational, motivational-value and reflective components. The pedagogical conditions for the formation of these competencies are characterized, including the integration of theoretical and practice-oriented training of higher education applicants, the use of active and interactive learning methods, the formation of professional motivation and value attitude to professional activity, ensuring the reflective orientation of the educational process, methodical support and structured presentation of the content of the educational material. The results of the empirical study confirmed that the purposeful formation of basic speech therapy competencies contributes to increasing the level of professional readiness of higher education applicants, the development of analytical thinking, awareness of the importance of corrective and developmental activities, and the formation of positive professional motivation.