Study of pedagogy during professional training of future speech therapists: adaptation of the educational process

Abstract

The problem of providing educational services to persons with impaired psychophysical development becomes especially relevant in a society that is going through a period of crisis. Specialty 016 Special education provides professional training of speech therapists and special education teachers to work with children with psychophysical developmental disorders of a certain category. The relevance of the study is determined by the need to improve the process of professional training of speech therapists through interdisciplinary adaptation. The purpose of the article is to study the possibilities of adapting the theoretical and practical content of pedagogy as a science, to characterize the factors affecting the formation of professional competences of future speech therapists, to review methodological approaches to the observance of scientific pedagogical principles in the process of professional training for work in an inclusive environment. The following methods were used in the research process: study and analysis of scientific research in accordance with the specified topic, analysis of normative documents of professional training in specialty 016 Special education. The search for possibilities of adapting the educational material of the discipline Pedagogy to the content of the professional training of future speech therapists was applied, based on which the method of data analysis and systematization was applied to highlight the key aspects of the study of the problem. The results of the study show that interdisciplinary adaptation in the process of professional professional training involves specially organized educational activities that combine the content of basic pedagogical scientific concepts with future professional activities. A high level of the process of formation of professional competences is possible only if future speech therapists can use knowledge of general pedagogical content in various situations of professional activity, as well as possess techniques for the appropriate transfer of skills and abilities during the study of pedagogy to the study of other disciplines and the organization of practical activities. The research findings make it possible to outline specific ways of improving the professional training of future speech therapists through compliance with the requirements for increasing scientific knowledge and as close as possible to the practical orientation of the content of all educational components stated in the educational and professional training program of a specialist.