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THE INCLUSIVE-ORIENTED TRAINING OF TEACHERS-SPEECH THERAPISTS IN UNIVERSITY // Pedagogical Review. 2017. Issue 2 (16). P. 70-78

The article examines the problem of training of speech therapists for realization of inclusive education tasks. Provides the state documents, in which the directions of the teachers’ activity in the conditions of inclusive education and development of persons with the special educational necessities are indicated. Justifies the updating of the requirements for the teacher-speech therapist in the context of inclusive education. The need for future speech therapy teachers to work in conditions of inclusion with persons with disabilities, readiness for independent development and implementation of an individual development program for students with special educational needs is considered. Changes in the content of the competencies in the new federal state educational standard of higher education in the direction of preparation 44.03.03 Special (dialectological) education orientation (profile) Speech Therapy are revealed. Actualization of reflection component in the content of the competencies of future teachers-speech therapists and forming of the inclusive competence is educed. The definitions related to the inclusive education, such as: inclusion, the inclusive oriented education, the inclusive competence are analysed. The new term “the inclusive oriented training” on the basis of theoretical analysis and with a glance of competency approach is entered.

Keywords: inclusion, inclusive oriented education, new requirements to the teacherspeech therapist, the inclusive oriented training of teachers-speech therapists, reflection component, inclusive competence

INCLUSIVE-ORIENTED TRAINING OF TEACHERS-DEFECTOLOGISTS AT THE UNIVERSITY BACHELOR’S DEGREE LEVEL: THEORETICAL JUSTIFICATION AND MODELING // Pedagogical Review. 2019. Issue 4 (26). P. 84-91

The necessity of updating the content of defectology teachers’ training at the university at the bachelor’s degree level in the period of formation of inclusive education is shown. The new benchmarks for professional training of defectology teachers are marked, which are the challenges of modern education. The content of educational programs of inclusive-oriented training of teachers-defectologists is aimed at the development of readiness for various types of professional activities for the informal implementation of the tasks of inclusive practice, the humanistic orientation of training is manifested in various forms of classroom and extracurricular activities (such as: city festival of sign songs, volunteer activities, etc.). The modern approaches to professional training of defectology teachers at the university at the bachelor’s degree level are characterized. The expediency of application of anthropological, environmental, competence and system-activity approaches to the implementation of inclusive-oriented training of teachersdefectologists has been substantiated. The unity of the anthropological concept of human understanding and the principles of inclusive education is revealed. Significant value-semantic attitudes of teachers-defectologists for the implementation of the tasks of inclusive education are defined. The special educational environment of inclusive-oriented training is characterized as the interpenetration of local environments, including the educational reflective environment of the university and the inclusive educational environment of inclusive educational organizations. The significance of the competence-based approach is indicated within which the inclusive competence of teachers-defectologists as a result of bachelor’s training is projected. The understanding of inclusive-oriented training of teachers-defectologists as a dynamic system of interrelated elements in the professional and educational space of the university is shown.

Keywords: challenges of inclusive education, updating the training of teachers-defectologists, anthropological, environmental, system-activity and competence-based approaches