Preparation of preschool education educators for speech therapy support for children with speech disorders in an inclusive environment

Abstract

The aim of the study is to explore modern approaches to training preschool educators (hereinafter referred to as PEIs) for speech therapy support of children with speech disorders in an inclusive environment and to identify key competencies necessary for the effective implementation of this activity. The research utilized methods of analysis and synthesis of scientific sources, systematization, and generalization of the obtained data. A theoretical analysis of the concepts of "inclusive competence of educators" and "speech therapy support" was conducted, as well as directions for improving the training of pedagogical staff in the field of speech therapy were identified. The results of the study demonstrated that the quality of inclusive education for children with special educational needs largely depends on the level of training of PEI educators. The essence of inclusive education is revealed as a system that ensures equal access to education for all children, regardless of their individual characteristics. It was established that the development of speech therapy support skills requires improvement in the professional training process of educators in higher education institutions. The main directions for the development of speech therapy support skills for children with disorders in an inclusive environment were outlined, including pedagogical mastery, the ability to develop individual development programs, psychological readiness to work with children with speech disorders, the creation of a safe and comfortable educational environment, and continuous professional development. The necessity of integrating modern educational methodologies, such as differentiated and individualized approaches, partnership pedagogy, project-based learning, the use of information and communication technologies, and corrective speech therapy methods, was substantiated. The main forms of educator-child interaction that contribute to speech development were highlighted, including direct and indirect communication methods. The conclusions also propose a model for preparing educators for speech therapy support of children in preschool educational institutions, which involves comprehensive training of specialists through the implementation of innovative educational technologies, active use of international experience, and the creation of conditions for the professional growth of educators. The obtained results can be used to improve educational programs for training educators who will work in an inclusive education setting.