FORMATION OF PROFESSIONAL COMPETENCIES OF FUTURE SPEECH THERAPY TEACHERS BY MEANS OF THE DISCIPLINE “SPEECH THERAPY”

Abstract

The article substantiates the theoretical and methodological foundations of the formation of professional competencies of future speech therapy teachers by means of the academic discipline “Speech Therapy” as a system-forming component of the professional training of bachelors in speciality 016 Special Education. The relevance of the study is determined by the increase in the number of children with speech disorders in Ukraine, in particular as a result of stressful factors of wartime, by the expansion of inclusive practice and by the updating of higher education standards, which requires the training of a speech therapy teacher capable of independently carrying out differentiated diagnostics of speech disorders, planning and implementing correctional and developmental work with children of different nosological groups. The place of the discipline “Speech Therapy” in the educational programme of training bachelors of special education is characterised, as well as its interdisciplinary connections with the courses of the anatomical-physiological, psychological-pedagogical and specialmethodological cycles. The competence potential of the discipline is revealed through the correlation of its content with the special competencies and programme learning outcomes defined by the Higher Education Standard in speciality 016 Special Education. The structure of the professional competencies of a future speech therapy teacher formed by means of the discipline is clarified in the unity of diagnostic-analytical, correctional-methodological, communicative-speech, preventive-educational, innovative-research and reflexive components. The role of the professional portfolio as a cumulative means of assessment, which makes visible the student’s progress in professional development, is emphasised. A set of educational technologies of competence-oriented learning is substantiated: problem lectures, analysis of speech cards and video recordings of speech therapy sessions, the case method, modelling of fragments of correctional sessions, development of didactic materials, and application of digital tools of speech therapy diagnostics and correction. The prospects for further research are outlined.