Portfolio of professional activities of a teacher-defectologist, methodological development on correctional pedagogy on the topic. Self-analysis of the professional activities of a teacher-defectologist. Professional hobbies of a teacher-defectologist.

Like ordinary children, a child with special educational needs has the right to receive qualified pedagogical assistance, which can only be provided by a specially trained teacher. For successful educational and educational activities in the structure of special education, ordinary pedagogical training is not enough.

The professional activity of a teacher-defectologist goes beyond the traditional framework of a teacher’s work, closely interacting and intertwining with various types of socio-pedagogical, rehabilitation, consultative-diagnostic, psychotherapeutic

1 Azbukin D. I. 20 years of training of teachers-defectologists // Soviet pedagogy. - 1939. - No. 8-9. - P. 188.

1 Kashchenko V. P. To help defective children // People's teacher. - 1918. - No. 33-34.-S. 6.

Peutic, correctional and other types of “non-teaching” activities aimed at one most important goal -■ assisting a person with disabilities in his social adaptation and integration through the means of special education.

The professional experience of a defectologist, of course, does not coincide with the content of his professional training - it is much broader and deeper. Mastering the full depth and all aspects of pedagogical culture in the field of special education, which is integrated into the structure of his own personality as readiness for his chosen activity in the unity of his needs and abilities, continues throughout his entire professional life. The goal he constantly strives for is pedagogical skill - a fusion of professionally significant personal and professional qualities.

A graduate of a pedagogical university, trained in one or another defectology specialty, must be competent in performing the following types of professional activities:

Teaching;

Constructive and organizational;

Diagnostic and analytical;

Advisory;

Projective;

Gnostic;

Psychoprophylactic;

Correctional and developmental;

Educational;

Research;

Educational;

Coordinator.

This means that a mature defectologist must be proficient in:

The ability to conduct a pedagogical examination in order to understand the characteristics of the development of a child and adolescent and identify existing educational achievements;

Differential diagnostic methods to determine the type of disorder (without the right to make a clinical and psychological diagnosis);

The ability to provide pedagogical consultation to children, their parents, as well as teachers of mass educational institutions on the problems of training, education, life and professional self-determination of students;

Techniques and methods for adapting and transforming educational and didactic material and educational conditions in accordance with the capabilities and needs of children and adolescents,

having disabilities and developmental disabilities; the ability to create, maintain and effectively use a special educational environment;

Technologies and methods of training and education of children and adolescents with special educational needs in various organizational forms of the special education process;

Skills in providing an environmentally friendly, psychologically and emotionally comfortable environment in all subsystems of special education and life activities of students;

Knowledge of prevention techniques and methods for correcting habits that are harmful to health, as well as protection from the adverse influence of the social environment;

Methods of providing psychological assistance in dangerous and emergency situations of natural, man-made and social origin;

Organizational skills of interaction and cooperation with parents in order to improve their psychological culture;

Skills in organizing and conducting research work.

In relation to each defectological specialty, these general competencies are supplemented in accordance with the characteristics of professional activity with children of a particular category with more specific specific competencies. To this is constantly added the unique and inimitable individual professional experience acquired and comprehended by the teacher throughout his professional activity.

Special education teachers work in special educational institutions (preschool, school, vocational education institutions), in psychological, medical, social, rehabilitation, advisory and diagnostic centers, psychological, medical and pedagogical consultations, at speech therapy centers, as well as in educational institutions of general appointments in orphanages and boarding schools, carrying out correctional and pedagogical work with different categories of students and pupils; they can conduct individual training and education of children with developmental disabilities at home and carry out home visits to provide early comprehensive assistance to families with a child with developmental disabilities.

The need of general educational institutions for special psychologists and teachers has noticeably increased in the context of the development of integration and a differentiated approach to students. For a teacher-defectologist (especially oligophrenopedago-

Ha) due to the specifics of his professional education, it is not difficult to competently organize the process of teaching and raising children in classes of correctional, developmental and compensatory education, at the same time, as a teacher of a public school, he experiences difficulties in working with children who show signs of school maladjustment.

The required level of professional competence of a teacher-defectologist is constantly maintained by him both through self-education, studying the best practices of practicing defectologists, and through specially organized training in the system of advanced training and retraining.

Professional development is carried out as necessary, but at least once every five years. Its most important task is to replenish the theoretical knowledge and professional competencies of defectologists in accordance with the regular updating, addition and improvement of State educational standards for higher professional education, the requirements of which must always be met.

Advanced training and professional retraining (preparation for conducting a new type of professional activity) of defectologists is carried out at institutes for advanced training (institutes of advanced training) for teachers of teacher education, at the Academy for Advanced Training, as well as in the relevant structural divisions of pedagogical universities (faculties for advanced training and retraining). The activities of this system are aimed not only at modernizing existing professional qualifications, but also at expanding the range of specializations in accordance with the professional needs of the specialist himself or the educational institution in which he works.

Those involved in the advanced training system for defectologists can participate in the formation of the content of educational programs in accordance with their needs and interests and, in agreement with the training department, choose disciplines for an optional or individual form of training.

15.3. Professional training of special education teachers

Modern teacher education has a wide range of relevant pedagogical specialties:

typhlopedagogy - obtaining teacher qualifications for teaching the blind and visually impaired (typhlopedagogue);

deaf pedagogy - obtaining the qualification of a teacher for teaching the deaf and hard of hearing (teacher of the deaf);

oligophrenopedagogy - obtaining teacher qualifications to work with children and adolescents with various types and forms of mental development disorders - from minor to the most severe (oligophrenopedagogue);

speech therapy - obtaining the qualification of a teacher working with people with speech disorders of various origins (speech therapist, phoniatrist);

special preschool pedagogy- with teacher qualifications to work with preschool children with developmental disabilities;

special psychology- with the qualification of a psychologist for psychological support and support of people with disabilities.

In pedagogical colleges you can get a specialty teacher preschool or school (boarding school) special institution for children with special educational needs.

The acquisition of these pedagogical specialties allows you to work with different categories of people with developmental disabilities within this typological group, starting from early and preschool age and ending with socio-pedagogical work with adults. Numerous specializations within a particular specialty make it possible to provide qualified correctional and pedagogical assistance to children and adults with combined disabilities.

A special education teacher receives a deep and varied education. The system-forming criterion for the complex of necessary scientific and practical knowledge is anthropological principle. This principle determines the selection and integration of knowledge about a person and his socialization in the norm, and then in the case of developmental disorders in the context of special pedagogy, with subsequent intradisciplinary specification in relation to one or another special subject area.

The most important characteristics of modern education of a teacher-defectologist are fundamentalization, humanization and standardization, as well as a deductive path to mastering the profession.

Fundamentalization involves the construction of professional education in which, on the basis of broad general scientific professional training, there is a gradual transition to specialization in a specific field of knowledge (for example, speech therapy), and then to mastery of the methodology and methods of scientific research in this field.

Humanization is considered as a social and pedagogical principle of the modern education system, which is special

orients in a way the tasks facing the teacher. If earlier the main thing was to transfer the necessary knowledge to the student, then humanization requires the teacher to fully facilitate the comprehensive development and self-development of the child, his socialization and social adaptation. The professional education of a teacher-defectologist is designed to prepare him for the specifics of future professional activity in this direction.

A wide range of special educational needs, the compliance and satisfaction of which is provided by the professional activity of a defectologist, ultimately comes down to the social adaptation of a person and his integration into society, to providing him (taking into account the nature of the limitations) the most complete socialization and achieving the highest possible level of decent and independent life.

Reform of higher professional education in the 90s. XX century marked the beginning standardization systems of domestic higher pedagogical education, including defectology, and bringing it closer to world educational standards.

The purpose of educational standards is to clearly define the contours of the federal educational space, which should be uniform for the entire country, so that Russian higher education can fit into the global cultural and educational space, receive the necessary legal means to enter international mechanisms for the recognition of its own educational documents and thus solve the problem of converting higher education diplomas.

The state educational standard for higher professional education establishes:

Structure (levels) of higher professional education, documents on higher education;

General requirements for basic professional educational programs and conditions for their implementation;

Standards for the academic workload of a student at a higher educational institution and its volume;

Academic freedom of a higher educational institution in determining the content of professional education;

General requirements for the list of areas (specialties) of higher professional education;

The procedure for developing and approving state requirements for the minimum content and level of training of graduates in specific areas (specialties) as a federal component;

Rules of state control over compliance with the requirements of the State educational standard of higher professional education.

Each university independently builds the educational process in accordance with its capabilities and needs of its regional subsystem of special education, the interests of teachers and students themselves. State standards act as the most general regulatory principle, which, while maintaining opportunities for diversity in higher education, guarantee its required level.

The main educational program provides for students to study the following cycles of disciplines and final state certification.

1. General humanitarian and socio-economic disciplines.

2. General mathematical and natural science disciplines.

3. General professional disciplines.

4. Subject training disciplines (in one or another branch of special pedagogy).

5. Disciplines of an additional specialty (or specialization).

6. Electives.

The content of education and the sequence of its assimilation are structured in such a way that the disciplines of fundamental scientific knowledge necessary for understanding the process and mechanism of socialization of a normally developing person acquire, at subsequent stages of education, applied aspects related to the problems of upbringing, training and socialization of a person with disabilities (such disciplines , for example, as special psychology, special pedagogy, etc.), and then enter the relevant branches of scientific knowledge directly in special pedagogy (speech therapy, typhlopedagogy, etc. - in accordance with the specialty profile).

Practical activities are of great importance in the content of professional education of defectologists. In different historical periods, the volume of practical professional training was different, and, as experience shows, the lack of its practical orientation negatively affected the professional competence of the defectologist.

Unlike other pedagogical specialties, a defectologist needs to master a number of special (in relation to children with disabilities in general) and specific skills.

What (in relation to a specific category) character. Some of these skills take a long time to develop (for example, understanding the oral speech of young deaf children, the ability to distinguish speech defects by ear, etc.), providing the necessary level of professionalism only in the conditions of direct and regular practical activity with one or another category of children and adolescents with disabilities. possibilities. All this requires long-term and regular pedagogical interaction with students. No less lengthy and labor-intensive is the process of developing skills in educational work with children and adolescents with special educational needs.

In the system of professional training of teachers-defectologists, practical competence is partly achieved both in the conditions of specially organized pedagogical practice, which has different goals and objectives at different stages, and with the help of modern technical means - appropriate computer programs, audio and video equipment, simulators that allow practice certain special skills in simulated conditions.

Possession of the necessary professional competence of a theoretical and practical nature is not yet a sufficient condition for the successful professional activity of a defectologist. Personal and professional education is required, which presupposes the presence of a moral, cognitive, artistic culture that determines the need-motivational sphere of the individual.

Modern professional training of a defectologist provides for mandatory professional education, which is implemented through an individual-personal approach to the student, through influencing his personality not only through educational means, but also through involvement in participation in charity events, volunteer activities in special (correctional) institutions.

Familiarity of students with professional traditions, with biographies of outstanding representatives of special pedagogy, both domestic and foreign, with the fate of labor dynasties in the field they are mastering (for example, the Pay dynasty of deaf teachers) has great educational potential. The educational effect of a creative atmosphere in the “academic environment” of a higher educational institution is known, when students are actively involved in the process of scientific searches and discoveries. It is in such an atmosphere that future teachers are truly introduced to professional values, and they develop a sense of involvement and dedication to their chosen field of activity.

In recent years, there have been changes in the content of professional training of defectologists associated with the development of integration processes in the special education system. In the training of teachers, the focus on working in closed institutions is being replaced by increasingly noticeable trends in the training of specialists of a new type, capable of solving the problems of integrated education of children and adolescents with disabilities and, therefore, ready to work in institutions of an innovative nature, to master other aspects of activity (for example , work in structures that provide early comprehensive assistance, work with children with severe and multiple disabilities, or with homeschoolers). The arsenal of professional knowledge of a defectologist necessarily includes the skills of deep and serious interaction with parents and close relatives of children. Social and pedagogical training also occupies a certain place, since the defectologist is primarily responsible for creating an environmentally favorable social micro- and macroenvironment in which both the child himself and his family members exist.

The main directions of correctional and developmental work: - sensory and sensorimotor development; -formation of spatio-temporal relations; - mental development - normalization of the leading activities of age - formation of diverse ideas about objects and phenomena of the surrounding reality - enrichment of vocabulary development of coherent speech correction of sound pronunciation There is no single uniquely successful technique or form of work with students and their parents. Students have the following speech development disorders: Four students of the first...

Share your work on social networks

If this work does not suit you, at the bottom of the page there is a list of similar works. You can also use the search button

PROFESSIONAL

COMPETENCE

TEACHER-SPECIFIC DEFECTOLOGIST

The construction of the pedagogical process as a dialogue between participants in the educational space presupposes a high level of professional competence of the teacher, therefore the competence-based approach in education acquires special value.

The implementation of teaching practice is associated with the identification and meaningful description of the teacher’s competence as a set of personal and professional qualities that allow him to successfully solve problems related to the organization of education and upbringing of children, including children with special needs of psycho-physical development, taking into account the specifics of their educational needs.

The competencies of a teacher-defectologist act as a means and condition for the development of the competencies of his students. This is especially significant in connection with the problems of personal and professional development of people with special needs, issues of their quality of life, development, and subsequent employment.

Areas of work of a teacher-defectologist:

Diagnostic direction.

The main task of this direction is to predict possible difficulties in the learning and development of each child, to determine the causes and mechanisms of problems that have already arisen.

Diagnostic activities include:

Study of students' personal files (this is: pedagogical characteristics, conclusion about the neuropsychic state of the student, conclusion of the commission of defectologists of the Vitebsk City Correction Center, study of the speech cards of a child from a preschool educational institution);

Establishing contact with the child’s parents, studying the child’s living conditions, individual characteristics and positive aspects of the child;

Monitoring the child during and after school hours;

Studying the products of the child’s activities (notebooks, drawings, crafts);

Use of standardized techniques.

2. Corrective direction.

It is a system of corrective influence on educational and cognitive activity, the personal sphere of a child with special needs developmental disabilities in the dynamics of the educational process.

The main directions of correctional and developmental work:

Sensory and sensorimotor development;

Formation of spatiotemporal relations;

Mental development

Normalization of leading age activities

Formation of diverse ideas about objects and phenomena of the surrounding reality

Enrichment of vocabulary, development of coherent speech, correction of sound pronunciation

There is no single, uniquely successful method, technique or form of working with students and their parents. It all depends on the specific situation, which cannot be ignored, and sometimes must be specially created.

3. Analytical direction.

Includes an analysis of the process of corrective influence on the student’s development and an assessment of its effectiveness.

The need for this area of work is due to the need for an integrated approach to the problems of the child, which involves:

Systematic analysis of the child’s personal and cognitive development;

Creation of comprehensive individual correctional and developmental programs aimed at the development and correction of various aspects of the child’s personal and cognitive development;

Prevention of student overload;

Interaction of specialists within the school PCP

Advisory, educational and preventive direction.

Consultations are held to assist parents and teachers in matters of teaching and raising children with special needs.

Objectives of the direction:

Prevention of secondary and tertiary disorders in child development, student overload, selection of an adequate work and rest regime at school and at home;

Increasing the professional competence of teachers and expanding knowledge in matters of teaching children with developmental disabilities;

Providing professional assistance to parents and families of students in matters of education and in solving emerging problems;

Preparation and inclusion of teachers and parents in solving correctional and educational problems, implementation of individual comprehensive correction and development programs.

Forms of work:

Systematic presentation at parent meetings, school pedagogical councils, methodological associations of teachers and defectologists;

Questioning parents;

Individual counseling for teachers and parents upon request;

Consulting teachers and parents on the results of the survey;

Educational consultation (explanation of the stages of the correctional program, demonstration of techniques for correctional and developmental tasks, games, exercises);

Stage-by-stage consultation of teachers and parents (adjustment of development and correction programs, collection of additional information about the student).

4.Organizational and methodological direction.

Includes preparation and participation in consultations, educational councils, pedagogical councils, and documentation.

Thus, in his work, a special education teacher working with children with special needs is actively involved in all areas of the educational process. It organizes its activities in conditions of interaction between specialists, jointly with them develops and implements comprehensive individual correction and development programs, and carries out advisory and educational work with teachers and parents.

Our point has been in existence for five years. I have been working at the point for three years. The total number of students receiving assistance at the site this year is 22. Three students receive counseling assistance.

Students have the following speech development disorders:

Four first-grade students were diagnosed with “mild general speech underdevelopment.”

In speech therapy, the concept of “general speech underdevelopment” (GSD) is applied to this form of speech pathology in children with normal hearing and initially intact intelligence, in which the formation of all components of the speech system is disrupted, i.e. There is a late appearance of speech, a meager vocabulary, agrammatism, defects in pronunciation and phoneme formation.

This type of underdevelopment is understood as insufficient development of vocabulary, grammatical structure and the phonetic aspect of speech for one reason or another.

Children in this category experience persistent difficulties in mastering the primary education program of a general education school due to insufficient development of speech function and psychological prerequisites for mastering full-fledged educational activities. Without such help, they not only experience difficulties in the process of communication, but also find themselves among the persistently unsuccessful.

General areas of work with children with disabilities and special needs include:

1. Development and improvement of psychological prerequisites for learning: stability of attention; observation (especially to linguistic phenomena); memory abilities; switching abilities; self-control skills and techniques; cognitive activity; arbitrariness of communication and behavior.

2. Formation of full-fledged educational skills: planning upcoming activities, monitoring the progress of one’s activities (from the ability to work with samples to the ability to use special self-control techniques); work at a certain pace (the ability to write, count quickly and efficiently; carry out analysis, comparison, comparison, etc.); application of knowledge in new situations; analysis, assessment of the productivity of one’s own activities.

3. Development and improvement of communicative readiness for learning: the ability to listen carefully and hear the speech therapist teacher without switching to extraneous influences; submit your actions to his instructions; the ability to understand and accept a learning task posed in verbal form; the ability to purposefully and consistently (in accordance with the task, instructions) perform educational actions and adequately respond to the control and assessments of the speech therapist.

4. Formation of communication skills that are adequate to the situation of educational activity: answers to questions in strict accordance with instructions and assignments; answering questions during academic work with adequate use of learned terminology; application of instructions (algorithm); use of learned educational terminology in coherent statements.

Three first grade students have a speech disorder “Erased form of dysarthria”

The erased form of dysarthria is one of the most common and difficult to correct disorders of pronunciation of speech in children of primary school age, associated with organic damage to the central and peripheral nervous systems.

This is a violation of the pronunciation side of speech, caused by insufficient innervation of the speech apparatus.

With minimal dysarthric disorders, there is insufficient mobility of individual muscle groups of the speech apparatus (lips, soft palate, tongue), general weakness of the entire peripheral speech apparatus due to damage to certain parts of the nervous system. Today it can be considered proven that in addition to specific disorders of oral speech, there are deviations in the development of a number of higher mental functions and processes responsible for the development of written speech, as well as a weakening of general and fine motor skills.

Studying the anamnesis of children with erased dysarthria, factors of unfavorable course of pregnancy and childbirth, asphyxia, low Apgar score at birth, and the presence of a diagnosis of PEP perinatal encephalopathy in the vast majority of children in the first year of life are identified.

To carry out successful correctional work with children with an erased form of dysarthria, it is necessary to highlight the main aspects:

Implementation of a differentiated approach to overcoming dysarthria, with increased or decreased muscle tone.

Formation of clear static-dynamic sensations of articulatory muscles.

Systematicity in the work on the formation of phonemic operations, the development of the melodic-intonation side of speech, breathing processes, voice formation, articulation.

Communicative focus of training use of story-based, didactic games, project activities in the process of automating sound pronunciation.

Three more first-grade students have been diagnosed with dyslalia (various forms). This is a violation of sound pronunciation with normal hearing and intact innervation of the speech apparatus, the most common violation among disorders of the pronunciation aspect of speech.

These disorders manifest themselves in defects in the reproduction of speech sounds: distorted pronunciation, replacement of some sounds with others, mixing of sounds, and less often - their omission.

The causes of various forms of dyslalia may be associated with pathologies of the speech apparatus or characteristics of the child’s speech education. If we are talking about the physiological form of the disease, then it is based on age-related underdevelopment of organic structures, which is corrected as one grows older.

Mechanical dyslalia is a consequence of genetically determined acquired or congenital anomalies of the organs responsible for speech. One of the common causes of the mechanical type of the disease is a shortened hyoid frenulum, which impedes the movement of the tongue. Correct articulation can also be difficult if the tongue itself is disproportionate in size. In some cases, factors contributing to the occurrence of dyslalia are various anomalies in the structure of the dentofacial apparatus: a strongly protruding upper or lower jaw, gaps in the dentition, abnormal structure of the palate, cleft palate, too short frenulum of the upper lip.

The main work to overcome dyslalia is the correction of sound pronunciation, that is, the formation of skills and abilities to correctly reproduce speech sounds. With proper organization of speech therapy work, a positive effect is achieved for all types of dyslalia. With mechanical dyslalia, in some cases, success is achieved as a result of joint speech therapy and medical intervention.

A prerequisite for success in working with students with the listed disorders is the creation of favorable conditions: emotional contact between the speech therapist and the child, an interesting form of organizing classes, a combination of working techniques to avoid overworking the child.

Teachers-speech pathologists of the junior school department use phonetic rhythm. This is a system of motor exercises that is aimed at the formation of phonetically correctly formed speech. Phonetic rhythms help the child normalize speech breathing, change the pitch and strength of the voice, perceive, distinguish, reproduce different rhythms, and express emotions using various intonation means.

Exercises to develop fine motor skills of the hands. Training the movements of fingers and hands is the most important factor stimulating a child’s speech development and helping to improve articulatory movements. In my work I use finger games, graphic dictations on lexical topics, tracing patterns and shading images, various tasks with handouts, SU-JOK, etc.

Articulation gymnastics, which is the basis for the formation of speech sounds - phonemes - and the correction of sound pronunciation disorders; it includes exercises for training the mobility of the organs of the articulatory apparatus, practicing certain positions of the lips, tongue, soft palate, necessary for the correct pronunciation of both all sounds and each sound of a particular group. With children of primary school age, articulation gymnastics is carried out by imitation based on pictures.

Breathing exercises.An individual lesson with a junior schoolchild begins with exercises to activate breathing. Correct speech breathing ensures normal sound production, creates conditions for maintaining normal speech volume, strictly observing pauses, maintaining fluency of speech and intonation expressiveness. In practice, we use a variety of games to develop breathing, for example, “Breeze”, “Leaf Fall”, “Twirl”, etc.

The remaining 12 students from grades 3 to 5 have written speech disorders, namely various types of dysgraphia; one student has a diagnosis of dyslexia (in addition to dysgraphia).

Dysgraphia is the inability (or difficulty) to master writing with normal intellectual development. In most cases, dyslexia and dysgraphia occur simultaneously in children, although in some they can occur separately. Dyslexia is a violation of the ability to master reading skills.

Dysgraphia in children is a disease expressed in impairments in the development of written speech. Very often, parents do not even suspect that their child has this disease. The appearance of dysgraphia is due to the immaturity of certain mental functions, due to which a partial disruption of the very process of writing words occurs. Dysgraphia in younger schoolchildren can manifest itself in the presence of persistent or frequently repeated errors. The problem has nothing to do with the child’s ignorance of spelling rules. The disease occurs in approximately 30% of school-age children and is usually detected in second graders. Many parents believe that various new education systems are to blame for this problem, causing schoolchildren to have learning problems due to brain overload. But this is not true, just like the fact that this disease is a consequence of the child’s mental retardation. Mental retardation or impairment of this function is in no way associated with the occurrence of dysgraphia in schoolchildren.

A writing disorder cannot occur without cause and rarely exists on its own. As a rule, the problem is reflected in: the lexical and grammatical side of speech, sound pronunciation, speech coherence, phonemic perception.

Therefore, very often the functional and organic causes of dysgraphia coincide with the causes of disorders such as dysarthria and dyslalia. Dysgraphia can also appear in a child if he has encephalitis, birth injuries, or had asphyxia during childbirth.

Symptoms of dysgraphia at school age, like symptoms of dyslexia, can also appear when the brain is damaged or is underdeveloped during pregnancy.

Types of dysgraphia and their features:

In general, dysgraphia is divided into 5 main types, but I will briefly talk about the two types that occur in my students.

This is an acoustic form of dysgraphia. Deviations are expressed in the replacement of correct letters with those that correspond to sounds close to them. Replaceable pairs include: unvoiced and voiced sounds P-B, T-D, F-V, Sh-Zh; hissing and whistling Ж-З, Ш-С, as well as pairs of sounds С-Ц, Ц-Т, Ш-Ч, Ш-Т. In this case, no violations are observed in the pronunciation of sounds in words.

And the second form is dysgraphia due to a violation of language analysis and synthesis. Because this form is the most common, it is usually called motor. The motor form of dysgraphia is usually expressed in the appearance of specific errors.

For example: a child omits letters or entire syllables in words, does not complete words, rearranges syllables or letters in words, adds extra letters to words, repeats a letter or syllable in a word, connects syllables of completely different words in one word, separates them from words prefixes, and prepositions are written together with words.

The main work to overcome dysgraphia in primary schoolchildren is aimed at differentiating phonetically similar sounds, developing syllabic and phonemic analysis and synthesis.

A speech therapist is not a teacher’s backup and, while performing his main job of correcting children’s speech defects, he must create a platform for students to successfully master and correctly apply grammatical rules, i.e. to lead students to an understanding of grammatical rules, on the one hand, and on the other hand, to consolidate the educational material given by the teacher related to the correctional process.
The main task is to develop children's linguistic sense.

The relationship between correctional and teaching processes contributes to students’ successful acquisition of material in their native language as a whole.

Other similar works that may interest you.vshm>
13390.		Professional competence of a psychologist	11.8 KB
	In the dictionary of foreign languages, the concept of competence is revealed as having the competence terms of reference of any institution of a person or circle of persons on issues subject to someone’s jurisdiction. The concept of competence in relation to the characteristics of the level of professional training has been used relatively recently. Dahl understands competence as full-fledged and uses it mainly in the legal field: A competent judge who can and has the right to judge someone about something or someone is a full-fledged judge.
7400.		Communicative competence of children of senior preschool age, as a condition of personal and socio-psychological readiness for learning at school	326.73 KB
	Personal and socio-psychological readiness for schooling in children of senior preschool age. The relevance is due to the rapid development of the formation of the personality of children in social conditions in connection with the dynamic transformations that occur in modern society. In modern reality, the interest of researchers in the problem of developing key competencies in preschool children is naturally increasing.
20079.		PROFESSIONAL ETHICS	54.38 KB
	Axiology as a doctrine of values. CODES OF PROFESSIONAL ETHICS The essence and content of managerial ethics as a theory and social practice. MANAGERIAL PROFESSIONAL ETIQUETTE Etiquette and its content Management style as a reflection of professional etiquette.
3926.		Professional activity of a psychologist	21.04 KB
	The professional and personal in the activities of a psychologist are very often closely connected. It is difficult to be one person personally and completely different professionally. Therefore, personal qualities form an important foundation for the professional success of a psychologist.
19504.		Professional ethics of the auditor	40.66 KB
	The essence of auditing activities. Development of internal standards for an audit firm. The main purpose of auditing activities is to establish the reliability of the accounting financial statements of economic entities and the compliance of their financial and business transactions with the regulations in force in the Russian Federation. An important aspect of auditing activities is the responsibility of the auditor as a subject of professional activity.
1277.		Medical, vocational and social rehabilitation	765.3 KB
	Complex of rehabilitation measures for disabled people. During the period of transition to market relations in our country, with the advent of economic instability, inflation, impoverishment, increasing stratification of society, and the growing number of unemployed refugees, forced migrants, and people without a fixed place of residence, the problem of social security of citizens became very acute. In addition, the relevance of the problem is determined by the presence in the social structure of Russian society of a significant number...
2725.		Professional social network “Community of users of unique scientific equipment”	15.48 KB
	In 2009, in order to implement the innovation-oriented development scenario of the South of Russia, the executive directorate of the Development Program of the Southern Federal University created a professional social network of scientists and researchers of the Southern Federal District: Network community of users of unique scientific equipment. The main goal of the Online User Community portal is to organize processes of interaction and cooperation between scientists, researchers, engineers of the Southern Federal University of the Association of High...
21053.		Changes in social status and deformation of the Russian intelligentsia, its professional differentiation	20.94 KB
	Many modern Western intellectuals sometimes make categorical judgments about the role of the intelligentsia in Russian society. Thus, an English researcher of Hungarian origin, who lived in the USSR for a long time, and is now a lecturer in the Department of Political Science at Readington University, Tibor Samueli, argued that “the Russian intelligentsia was an instrument of destruction...”.
6739.		TECHNOLOGY OF SELF-DEVELOPMENT OF TEACHER	25.66 KB
	In pedagogy, such work on oneself is called self-education and self-development. What are the components of self-development and the components of professional self-education? What are the ways, means and methods of mastering the process of self-education? Studying the life and work of great people convinces us that a critical attitude towards oneself and the results of one’s activities most of all stimulates a person to constant personal and professional self-improvement. The next step in self-education is to formulate goals, that is...
2360.		Forms of work of a social teacher	11.69 KB
	Form Pros Cons Parent-teacher meetings are great Take little time; Reaching a large number of parents at the same time; Many ready-made developments for holding parent meetings; Prompt delivery of information No individual approach; School-wide parent meetings Lectures Work with class assets Parent conferences Nowadays, 3 types of education can be distinguished: Formal education acquired by students in an institution specially designed for education by specially trained specialists....

“The lower the level of mental development of the child, the higher the level of education of the teacher should be,” wrote at the beginning of the 20th century. famous German teacher-defectologist P. Schumann.

Germany was not only the first in the history of pedagogy to begin pro.

Professional training of teachers for secondary schools, when the first teachers' seminary in Europe was opened, but also the first (1812) to open training courses for teachers of secondary schools at the Royal Berlin School of Deafness; mute for teaching children with special educational needs. In Russia, the training of speech pathologists (sur;: pre-pedagogues and speech therapists) began in St. Petersburg in 1898, also with the opening of permanent one-year courses. But first it took more than two centuries practical pedagogical activity of enthusiasts, among whom were not only teachers, but also doctors, linguists, clergy, so that the need for additional, special professional training of a teacher teaching a child with developmental disabilities becomes clear.

Today, many higher educational institutions offer professional training programs for speech pathologists and special psychologists. Thus, in the USA there is a national system (network) of training, retraining and advanced training of teachers for special education, numbering more than 230 programs. In the Western European system of pedagogical education, in addition to special training programs;; For psychologists and teachers at universities, there is compulsory training for secondary school teachers in special pedagogy (minimum course - 100-120 hours), which every future teacher must undergo.

In Russia by the end of the 20th century. There were about 30 divisions (faculties, departments) in pedagogical universities, offering training programs mainly in two specialties: “speech therapy” and “oligophrenopedagogy” with a predominance of the specialty “speech therapy”.

At the same time, more than 200 thousand teachers work in the special education system of Russia, of which (except for capital cities) only about 10% have the education of a special education teacher (for comparison: in European countries and the USA 95-98% of those working with children with special education needs have a diploma of a teacher-defectologist).

Like ordinary children, a child with special educational needs has the right to receive qualified pedagogical assistance, which can only be provided by a specially trained defectologist. For successful teaching activities in the structure of special education, ordinary pedagogical training is absolutely insufficient.

The professional activity of a teacher-defectologist goes beyond the framework of traditional teaching activity, closely interacting and intertwining with various types of social-pedagogical, rehabilitation, consultative-diagnostic, psychotherapeutic, correctional and other types of “non-teaching” activities, being aimed at one goal - helping a person with limited ability to live in his social adaptation and integration through special education.

Modern teacher education contains a wide range of relevant pedagogical specialties:

typhlopedagogy - with obtaining the qualification of a teacher of the blind and visually impaired (typhlopedagogist);

Deaf pedagogy - with the qualification of a teacher of the deaf and hard of hearing (teacher of the deaf);

oligophrenopedagogy - with obtaining the qualifications of a teacher to work with persons with various types and forms of mental development disorders from minor to the most severe (oligophrenopedagogue);

speech therapy - with the qualification of a speech therapist; special preschool pedagogy - with teacher qualifications for working with preschool children with developmental disabilities.

To provide persons with limited health and life support with psychological support, psychologists specializing in special psychology are trained.

In pedagogical colleges you can obtain a specialty as a teacher of a preschool or school (boarding school) special educational institution for children with special educational needs.

The acquisition of these pedagogical specialties allows you to work with different categories of people who have developmental disabilities within this typological group, starting from preschool age and ending with social and pedagogical work with adults.

Numerous specializations within a particular specialty make it possible to provide qualified correctional and pedagogical assistance to children and adults with combined disabilities.

Special education teachers work in special educational institutions (preschool, school, vocational education institutions), in psychological, medical, social, rehabilitation, advisory and diagnostic centers, psychological, medical and pedagogical consultations, at speech therapy centers, as well as in educational general purpose institutions, orphanages and boarding schools to conduct correctional pedagogical work with different categories of teachers and pupils; they can provide individual education and nutrition to children with developmental disabilities at home.

The need in general educational institutions for special psychologists and speech pathologists is especially increasing in the context of the development of integration and a differentiated approach to students in a mass educational institution. For a teacher-defectologist (especially an oligophrenic teacher), due to the specifics of his professional education, it is not difficult to competently organize the process of teaching and raising children in classes of correctional and developmental* compensatory education, especially when the primary school teacher himself experiences difficulties in teaching children signs of school maladjustment. A special education teacher receives a deep and varied education for this purpose. The system-forming criterion for the complex of scientific and practical knowledge of a teacher-defectologist is the anthropological principle. This principle determines the selection and integration of all necessary knowledge about a person and his socialization normally, and then in case of developmental deviations in the context of special pedagogy with subsequent intradisciplinary specification in relation to one or another special subject area (for example, oligophrenopedagogy, deaf pedagogy, etc.). d.), the most about; ideas about which are set out in sections I and III of this book.

A teacher-defectologist is a person with a special mentality: active, proactive, energetic, confident in the successful outcome of his professional activities, and kind. polite and tactful. It is characterized by a humane assessment of the role of a person in the modern world, including a person with limited ability to live.

The professional worldview of a teacher-defectologist is the result of comprehension and personal assessment of the processes occurring in social and spiritual life and influencing the place and role of people with special educational needs in the life of society.

The optimism of a professional is manifested in his socially active attitude both towards the subject of pedagogical influence (a child or an adult with disabilities), and towards the normal majority of society - the environment in which the pupils of a teacher-defectologist should be included, and towards himself as an active personality and a decisive factor in making positive changes in the lives of people with problems. The professional experience of a teacher-defectologist provides him with qualified professional activity in various teams, social groups - students, pupils and their parents, students, colleagues, youth groups, religious and public (including parental) organizations, societies, associations, etc.

The areas of professional and business competence of a teacher-defectologist are: preventive work, pedagogical diagnostics and consultation, special pedagogical education, participation in psychological and psychotherapeutic assistance, educational and social-pedagogical activities, organization and management of education, teaching in a secondary or secondary specialized pedagogical educational institution. , research activities in the field of special pedagogy.

A special education teacher is never limited by his job responsibilities. The scope of his professional activity is such that he often has to be the initiator and active participant in social events of mercy, charity, and protection of the rights of persons with disabilities.

A special education teacher studies throughout his life. He develops and improves his professional experience and generously shares it with colleagues, like-minded people, and parents of children with disabilities.

The professional activity of a teacher-defectologist is one of those that is associated with occupational hazards that have a negative impact on health. In this regard, there are contraindications to this type of work for those who have health problems and a significant discrepancy between the personal psychogram and the professional psychogram of a speech pathologist. The work of a teacher-defectologist places increased demands on the health of the organs of vision, hearing, nervous, cardiovascular and immune systems.

Physical endurance, high resistance to infectious diseases, stable mental health are required; If there is a hearing impairment, its full compensation in social terms (speech, thinking, communication) must be ensured. Specialists and, of course, speech therapists need to have correct speech and defect-free pronunciation of sounds.

6 Nazarova

The most important features of the professional character of a teacher-defectologist are kindness, responsibility, optimism, patience, empathy, energy, passion for his work, loyalty to the vital interests of people with disabilities, respect and love for his students, professional honesty and decency .

There are few professions in which the results of activities would be equated to a miracle. When, as if by magic, the tragedy and hopelessness of the life prospects of the child and his family descend, when the child can live a normal child’s life - play and study, communicate with parents and live with peers, perform on the school stage, master drawing, prepare to be an adult, a person needed by your country.

The professional activity of a teacher-defectologist is akin to the miracle that is written about in the New Testament:

“They brought to Him a deaf man, tongue-tied, and asked Him to lay his hands on him.

Jesus, taking him aside from the people, put His fingers into his ears and, spitting, touched his tongue;

And looking up to heaven, he sighed and said to him: “Ephphatha,” then “open it.”

And immediately his ears were opened, and the bonds of his tongue were loosened, and he began to speak clearly...

And they were extremely amazed and said: he does everything well:

And he makes the deaf to hear and the dumb to speak” (New Testament And Mark, chapter 7; vv. 32, 33, 34, 35, 37).

Questions and tasks 1.

When in the history of education did the training of defect teachers begin? What kind of children were defectologists first trained to work with? Why? 2.

What pedagogical specialties can be obtained today for training in the special education system? 3.

What personal, professionally significant qualities should a teacher-defectologist have? 4.

What contraindications exist for working as a teacher-defectologist?

Literature for independent work 1.

Agavelyan P.O. Social-perceptual characteristics of personality in food from a special school in professional activities. - Novosibirsk, 1999. 2.

Nazarova N.M. Development of the theory and practice of defectological education. Teacher of the deaf: history, modern problems, prospects for professional training. -M., 1992.

Collection output:

DEVELOPMENT OF PROFESSIONAL COMPETENCIES OF DEFECTIVE DEFECTIVE TEACHERS AS A BASIS FOR INCREASING THE QUALITY OF SPECIAL EDUCATION

Sarieva Kulpash Ntymakbaevna

Dr. ped. Sciences, Professor, Head. Department of Pedagogy and Inclusive Education of the NCPC branchӨ

Sayakova Angela Myrzagalievna

Master of Defectology, senior lecturer at the Department of Pedagogy and Inclusive Education, branch of the National Center for Education and Training "Ө rleu" RIPCSO RK, Republic of Kazakhstan, Almaty

OF PROFESSIONAL COMPETENCES OF THE TEACHER-SPEECH PATHOLOGIST, AS BASIS OF IMPROVEMENT OF QUALITY OF VOCATIONAL EDUCATION

Sarieva Kulpash

professor Doctor of Educationmanager of chairorof departmentof pedagogics and inclusive education, Republic Institute of Upgrade Qualification, branch of National Center of Upgrade Qualification “Orleu”, Republic of Kazakhstan, Almaty

Sayakova Anzhela

master of defectology,teacher of the senior chair of pedagogics and inclusive education, Republic Institute of Upgrade Qualification, branch of National Center of Upgrade Qualification “Orleu”, Republic of Kazakhstan, Almaty

ANNOTATION

The article describes the development of professional competence of a teacher-defectologist when interacting with children with disabilities and the process of their development in a special educational environment.

ABSTRACT

article development of professional competence of the teacher-speech pathologist at interaction by children with limited opportunities and their development in the conditions of special educational space is described.

Keywords : professional competence; professional development of a teacher; professional training of a teacher.

Keywords : professional competence; professional formation of the teacher; vocational training of the teacher.

A professionally successful person must feel the need for self-knowledge as a way to improve their activities.

ON THE. Evert

In recent years, significant changes have occurred in the education system in the Republic of Kazakhstan.

One of the main objectives of the educational policy of Kazakhstan is the formation of professional competencies of a teacher that meet the requirements of modern life. The strategic direction of the economic and social development of our country requires new highly qualified subjects of professional activity in all areas, distinguished primarily by the fact that they are carriers of the latest knowledge and technologies. With the change in requirements for the subject of activity, the requirements for the process of its professionalization change, which necessitates the design of a professional and educational environment and the corresponding conceptual, theoretical and technological support for this process.

In achieving the main result - quality education for schoolchildren - the professionalism of teaching and management personnel plays a large role. In recent years, paying great attention to the professional activities of a teacher-defectologist, they have begun to highlight the dynamism, integrity, and continuity of the process in obtaining professional education and building a professional career throughout a person’s life. Pedagogical education is considered as a process of developing the professional qualities of a teacher-defectologist, his general and special abilities.

The implementation of the professional competencies of a teacher-defectologist involves providing practical assistance to teachers in matters of improving pedagogical skills, studying, generalizing and introducing into practice the best pedagogical experience, mastering new forms, methods and techniques for teaching and raising children with disabilities. At the same time, the importance in theoretical, organizational and pedagogical developments of supporting the professional activities of defectologists is taken into account.

One of the personal factors that have a significant impact on the professional competence of a teacher-defectologist is professional orientations that arise as a result of the accumulation of professional experience.

Improving the professional competencies of a teacher-defectologist is achieved through continuous and systematic improvement of his professional level.

In accordance with the State Program for the Development of Education in the Republic of Kazakhstan for 2011-2020. effective way to increase professional competence teachers-defectologists are advanced training and retraining courses, providing the educational process with qualified personnel.

As we have already said, at present, highly qualified speech pathologists are needed in special (correctional) educational organizations, in secondary schools, preschool institutions, who must achieve high results in their professional activities. Since, every year the number of children with any disorders in psycho-physical development is growing. Therefore, in the context of the development of the special education system and socio-economic situations in the country, there is a need to train defectologists in order to provide timely correctional pedagogical and socio-psychological assistance to children with disabilities. This is due to the fact that at the present stage of development of the special education system, a number of new requirements are being put forward that a special education teacher must meet.

The professional significance of the work of a teacher-defectologist, the increase in demand for specialists in various profiles (teachers of the deaf, typhlopedagogues, oligophrenopedagogues, speech therapists) determined the need to find invariant ways to improve the process of professional training, as well as the formation of professionally significant qualities in future teachers-defectologists of special (correctional) educational organizations, secondary schools, preschool institutions. It should be emphasized that the profession of a teacher-defectologist implies the presence of not only professional knowledge, abilities and skills, but also certain personal traits of the future specialist (2).

In pedagogical works of interpretation there are many professional terms: “pedagogical skill”, “professionalism”, “professional readiness”, “professional competence”, “professional pedagogical competence”.

In our study, we use the term “professional competence”, since the pedagogical activity of a defectologist is a professional activity.

The concept of “competence” (from the Latin competentio from competo I achieve, correspond, approach) is the personal ability of a speech pathologist to solve certain professional problems. Competence is also understood as formally described requirements for the personal, professional, etc. qualities of teachers.

Competence is considered as one of the most important qualities that characterizes initiative. This is an internal awakening to new forms of activity, a leading role in any action. The concept of “initiative” is characterized by the fact that a teacher-defectologist takes on a greater measure of responsibility in working with children with developmental disabilities.

Also, one important component of the quality of competence is cooperation. This is a joint activity of children and adults, cemented by mutual understanding, penetration into the spiritual world, and collective analysis of the progress and results of activity.

The development of professional competence is facilitated by the personal qualities of a teacher-defectologist - his professionalism.

We understand the term “professionalism” as a special quality of people to systematically, effectively and reliably perform professional activities in a wide variety of conditions. The concept of “professionalism” considers the degree to which a teacher has mastered the psychological structure of professional activity, which corresponds to existing standards and objective requirements in society.

For professional competence it is necessary to develop abilities, desire and character, a willingness to constantly learn and improve one’s skills.

Therefore, for future speech pathologists, professional competence is associated with education. This is the most general idea, which is difficult to argue with, since many teachers-defectologists believe that in order to become a professional specialist in their activity, it is enough to “love your job”, “have a basic defectology education”, etc.

This indicates a confusion between the concepts of competence and professionally important qualities. For example, a person may like sports, but it does not follow that his opinion can be considered competent in the field of sports. Therefore, at this time in special pedagogy, based on love for the profession and children with disabilities, attempts are being made to draw a conclusion about the competence of a teacher-defectologist (3).

If you pay attention to the scientific research of scientists N.N. Malofeeva, L.V. Zankova and others, then it can be determined that the teaching profession presupposes a high professional education of a teacher-defectologist, awareness of his activities, which is aimed at solving educational, developmental and educational problems.

A.A. points out in their works the importance of the skills of a special education teacher to establish psychological relationships with children with disabilities. Bodalev, V.V. Davydov, Ya.L. Kolominsky, N.V. Kuzmina et al (5).

Thus, when studying the scientific works of researchers, we can conclude that professional competence includes knowledge about the components of the educational process: goals, content, means, object, result, about oneself as a subject of professional activity, experience in applying professional techniques and creative component, professional and pedagogical skills (6).

Thus, in the development of a professional level, several criteria are distinguished: objective; subjective; effective; normative; criteria of current level; criteria of professional learning ability; creative.

Work to improve professional competence should turn into a process of continuous development of professional development of the individual, have the ability to make judgments and take various actions. A special education teacher must understand his social and professional significance in the process of his activities in the educational space (4).

Today, a teacher-defectologist is required to understand the range of social, psychological and pedagogical problems associated with special education and personality development of a child with developmental disabilities. Professional competence is not only an indicator, a criterion of personal professional achievements, but also a measure of the morality of a teacher-defectologist, since it determines the leading direction of his activity.

There are important factors in the development of professional competence:

· the teacher acquires special new professional knowledge, skills and abilities in working with children with disabilities;

· a teacher-defectologist achieves the desired results in his professional activities.

As we have already noted, the professional activity of a teacher-defectologist is a special stage in the development of professionalism and the result of mastering special pedagogical knowledge and technology of professional activity (4).

In order to be competent, a special education teacher needs to have an idea of technological competence.

What should a special education teacher know about technological competence?

Must know:

· knowledge of technologies, methods, means, forms of activity and conditions for their application in the educational space;

· on the possession of technical means (for example, on the creation of a barrier-free environment for a student with developmental disabilities in a comprehensive school);

· on the targeted use of special knowledge, skills and abilities in the education and upbringing of children with disabilities;

· on the implementation of the educational process in the special educational system when working with children with disabilities;

· about the availability of internal motivation for the teacher-defectologist to carry out his professional activities in a high-quality manner;

· about the ability to obtain efficiency and results of one’s professional activities;

To achieve positive results in your professional activities, you can conduct a mini-training “I Know-I Want to Know-I Found Out.”

Example: Mini-training “I Know-I Want to Know-I Found Out.”

1. Think about what you know about competency technologies. Write down your thoughts on a piece of paper, and then write them briefly in the first column of the table.

2. Fill out the second column with questions about what you would like to know about this topic.

3. Try to group the recorded information and questions into several categories.

Thus, after conducting such a mini-training, a teacher-defectologist will have a specific idea: what goals this or that strategy is aimed at, and whether the acquired special knowledge and skills will be purposefully used in the training and education of children with disabilities (3).

In order to properly develop professional competence, a teacher-defectologist needs to think critically. Because critical thinking makes it possible to identify absurdities in statements or definitions and find those that are most consistent with the pedagogical activities of a defectologist.

Therefore, using critical thinking, a teacher-defectologist in his professional activity begins to think about a thing, reflect, look for additional data, new facts, etc.

Based on the above, the following conditions contribute to the development of successful professional competence of a teacher-defectologist when teaching and raising children with disabilities:

1. Organization of the educational process for the development of professional competence when interacting with children with developmental disabilities;

2. Conducting psychological and pedagogical diagnostics for a teacher-defectologist to determine personal professional growth, meet his needs in professional activities, and prevent the occurrence of professional burnout in his activities;

3. Development of psychological, pedagogical and special knowledge about the competent interaction of a teacher-defectologist and a child with disabilities;

4. Implementation of psychological, pedagogical, diagnostic, cognitive, programming functions focused on the formation of professional competence in teaching and raising a child with developmental disabilities (5).

In the development of professional competence, diagnostic tools play a significant role, where the increase in the competence of a teacher-defectologist is monitored and recorded.

Based on these conceptual provisions, the National Center for Advanced Training “Orleu” and its branches in Almaty, Astana and regional centers are doing a lot of work to develop the professional competence of defectologists.

Thus, today the system of advanced training for special education workers is aimed at performing the following functions:

· educational: advanced training of teaching staff, training of various categories of special education workers;

· informational: providing education workers at all levels with up-to-date professional information; creation of an efficient information infrastructure, including a publishing base, computer networks, etc.;

· advisory: providing education workers and educational institutions with advisory assistance on specific professional problems;

· research: identifying trends in the development of education both throughout the country and in individual regions, identifying the current educational needs of industry workers and forecasting their development;

· design: participation in the development of regional education development programs, development of new training models;

· implementation: providing educators and special educational organizations with qualified assistance in the process of innovation;

· expert: examination of innovative projects developed by special educational organizations and special education teachers working with children with disabilities, external qualification examination of special education specialists, including their certification based on training results in the system of advanced training for educators (1).

Speaking about the professional competence of defectologists, in Kazakhstan special education is considered as a significant part of the education system. State policy regarding children with developmental disabilities is aimed at maintaining guarantees of livelihoods and maintaining children’s access to education systems. Therefore, it is necessary to increase the appropriate level of professional competence and qualification level of the staff of defectologists (1).

I would like to draw attention to the issues of staffing, where in special (correctional) education organizations, in secondary schools, preschool institutions the following is observed:

· acute shortage of teachers-defectologists of all profiles: teachers of the deaf, oligophronopedagogues, typhology teachers, speech therapists;

· the majority of teachers do not have basic defectological education.

To improve the quality of professional activity it is necessary:

· identify the needs for professionally trained teaching staff of defectologists in special (correctional) educational organizations for children with disabilities, in secondary schools, preschool institutions working with children with disabilities;

· increase the professional competence of management and teaching staff of special organizations that provide education to children with developmental disabilities;

· within the framework of the State Program for the Development of Education in the Republic of Kazakhstan for 2011-2020. develop and improve modular programs for advanced training depending on the individual characteristics of the teacher-defectologist: his basic education, professional interests, personal motivation, work environment, providing the opportunity for constant self-development and professional growth;

$1· to introduce into the modular contents of the advanced training curriculum modern scientific developments of the professional competence of a special education teacher working with children with disabilities of all categories.

Thus, summarizing the above, the main conditions for development during the period of modernization of domestic education are increasing the professional competence of a teacher-defectologist as a fundamental component of professional pedagogical culture.

Bibliography:

Akhmetova G.K. Strategic guidelines for modernizing the system of advanced training in the Republic of Kazakhstan // Management in Education, No. 4 (63), - 6-12 p.
State program for the development of education of the Republic of Kazakhstan for 2011-2020.
Genike E.A. Professional competence of a teacher. M., 2008.
Dmitrieva M.A., Druzhilov S.A. Levels and criteria of professionalism: problems of formation of a modern professional // Siberia. Education: Scientific and journalistic almanac. Issue 2000(4). Novokuznetsk: Publishing House of the Institute for Advanced Studies, 2001. - p. 18-30.
Klimov E.A. Paths to professionalism. //Tutorial. M., Moscow Psychological and Social Institute. Flita, 2003. - 230 p.
Kozyreva O.A. All about the professional competence of a teacher // Teacher of the Year: the best of the best. - 2004. - No. 3. - P. 73-77.

The health problems of preschoolers and primary schoolchildren are causing serious concern today. According to the State Report “On the State of Children’s Health in the Russian Federation,” 20% of preschoolers have health problems, and in primary school this percentage increases to 50%. During the period of schooling, the number of healthy children decreases by 4 times, the number of children with myopia, neuropsychiatric disorders, postural disorders, etc. increases.

Download:

Preview:

Article on the topic “Competencies of a defectologist in the prevention of child development disorders”

Introduction

The causes of developmental disorders in children have always interested humanity. The issue of systematizing this information has so far undeservedly remained without due attention. Currently, most of these reasons have been established and reflected in the medical literature. But there is still no consensus on what stage of an individual’s development and which reasons (or groups thereof) dominate. For example, when it comes to intellectual disabilities, 90% of cases are attributed to prenatal problems, 3% to perinatal problems and 7% to postnatal problems.

The spectrum of developmental disorders is very wide. For the biological usefulness of an individual, socio-psychological factors are significant, and from a psychological and social point of view, biological factors are also significant for a fully developing personality.

The problem of children's health today is more relevant than ever. We adults are accustomed to believing that the most important thing for children is to study well. Is it possible to study well if you are dizzy, if your body is weakened by illness, if it does not know how to fight illness. It is obvious that medical innovations alone cannot fully ensure a significant improvement in children's health unless certain changes occur at the level of educational institutions in the organization of the educational process.

Currently, we can say with confidence that it is the teacher who is able to do more for the health of a modern student than a doctor. This does not mean that the teacher must perform the duties of a medical worker. It’s just that the teacher must organize his activities in such a way that the education and upbringing of children in the institution does not cause harm to health. After all, only a healthy child is able to successfully and fully master the educational program. And health problems, as a rule, lead to difficulties in learning, especially if conditions for the normal functioning of the body of students and pupils are not created in the class or group.

Currently, a teacher-defectologist cannot simply be a source of knowledge, because... The demands of modern society run counter to the academic education that school provides. Since our country needs people of a new quality who are able to act independently, provide for themselves and others, be responsible for their work, and, above all, must act as an organizer and coordinator of the educational process and teach children to acquire knowledge, objectively assess themselves and their capabilities, and work independently and be responsible for the results of their work. And in order to achieve respect and love from children, you need to prove that you are worth it. How to do it? For every teacher, the emotional-value and creative sphere of activity, as well as knowledge of competencies, are very important. A professional teacher must have internal motivation for high-quality implementation of his activities. One of the main qualities of a teacher-defectologist is his willingness to help. One of the essential qualities is his professionalism. Nowadays, children can obtain almost any information on their own, so we simply need to update and expand our knowledge. Educational activities become brighter, livelier and more interesting if the teacher’s facial expressions and pantomimes show that he himself is interested in the educational process. Children feel that they are interested in them. One of the most important factors influencing professionalism is self-education. The search for new techniques, methods and technologies is especially relevant in our time. It is almost impossible to force a child, a representative of the new generation, to do something unless you come to an agreement with him or interest him. Therefore, it is necessary to choose technologies that would make it possible to achieve this. Technologies should contribute to the development of children’s key competencies: research, social-personal, communication, organizational, personal-adaptive, information and key competencies: the ability to work without constant guidance, the ability to take responsibility on their own initiative, the ability to master any knowledge on their own initiative, the ability to analyze new situations and apply existing knowledge for analysis and generalization.

The competency-based approach is a relatively new perspective in the study of educational problems. The concepts of “competence”, “competence”, “competency approach” as systemic educational and pedagogical categories have entered intensively into the conceptual apparatus of the sciences of education.

The professional competence of a teacher-defectologist influences all areas of his pedagogical activity, the content of which is largely determined by the nature of interaction with all participants in the correctional educational process. In modern conditions, full assistance to the development and education of a child with special needs is possible only in a broad sociocultural and interpersonal context, therefore, a teacher-defectologist must involve both various social partners and many highly specialized specialists in the educational process. The success of correctional and developmental intervention is directly related to the ability of the defectologist to build positive relationships with parents, children and colleagues in the form of active interaction, and the latter is due, among other things, to the degree of development of the defectologist’s social competence.

Areas of work of a defectologist

Diagnostic direction.The diagnostic work of the teacher is an integral part of a comprehensive study of the child by school PMPK specialists. The main task of this direction is to predict possible difficulties in the learning and development of each child, to determine the causes and mechanisms of problems that have already arisen. Diagnostic activities include: studying the personal files of students (pedagogical characteristics, conclusion about the neuropsychic state of the student); family visit (establishing contact with the child’s parents, studying the child’s living conditions, individual characteristics and positive aspects of the child); monitoring the child during and after school hours; studying the products of the child’s activities (notebooks, drawings, crafts); use of standardized techniques. The diagnostic activity of a specialist can solve various problems. In this regard, the following are highlighted: Primary diagnosis of students. Goal: determining the level of actual and “zone of proximal development” of the child, the causes and mechanisms of learning difficulties, identifying children in need of specialized help. Dynamic learning of students. Purpose: tracking the dynamics of the child’s development, determining the compliance of the selected forms, techniques, methods of teaching and upbringing with the student’s development level (2 times a year).

Staged diagnostics. Purpose: to state the effectiveness and determine the effectiveness of the correctional impact on the development of the educational, cognitive, emotional and volitional spheres of the child.

Current diagnostics. Purpose: examination of students at the request of parents, teachers, school council specialists (as necessary).

Corrective direction.It is a system of corrective influence on educational and cognitive activity, the personal sphere of a child with disabilities in the dynamics of the educational process. The main directions of correctional and developmental work: sensory and sensorimotor development; formation of spatio-temporal relations; mental development (motivational component, operational and regulatory components); normalization of leading age activities; formation of diverse ideas about objects and phenomena of the surrounding reality, enrichment of vocabulary, development of coherent speech. Approximate forms and methods of work may be as follows: individual and group correctional classes, conversations; socio-psychological training of interpersonal communication; simulation, career guidance and business games, educational discussions; involving children in creative interest groups; involving parents in working with children. There is no single, uniquely successful method, technique or form of working with students and their parents. It all depends on the specific situation, which cannot be ignored, and sometimes must be specially created.

Advisory, educational and preventive direction

Advisory, educational and preventive areas of work of a defectologist are carried out to assist parents and teachers of preschool educational institutions in matters of teaching and raising children with special educational needs.

Principles of work of a defectologist:

1) Using an integrated approach to monitoring, correction and rehabilitation, based on compliance with the principle of unity of diagnosis and correction. Monitoring is an integral part of a comprehensive study of the child by specialists of the psychological, medical and pedagogical council of the preschool educational institution. The results of the defectological examination are necessarily compared with psychological, speech therapy, medical, pedagogical data and discussed at council meetings.

2) Implementation of an etiopathogenetic approach to the analysis of disorders. The mosaic pattern of damage to the central nervous system with mental retardation of cerebral-organic origin leads to significant heterogeneity of impaired and intact parts of the child’s mental activity, to pronounced unevenness in the formation of its different aspects and determines the need for a differentiated approach in the work of a teacher-defectologist in overcoming the difficulties of pupils.

3) Taking into account the age and individual characteristics of the child’s development, based on maximum activation of the “zone of proximal development”. The content of educational activities is built within the framework of the leading activities of preschool age, on material that meets the requirements of the preschool program. Corrective and developmental exercises are selected in such a way that, on the one hand, they are accessible to the pupils, and on the other hand, their level of complexity allows them to activate the child’s potential capabilities. Various types of assistance are widely used in classes - from minimal to maximum.

4) Implementation of interdisciplinary interaction of specialists, the nature of which is determined by the structure of the violation and the primary objectives of corrective action. In the process of comprehensive monitoring, aspects of the child that need correction are identified, comprehensive programs for his development are drawn up, which should include priority areas of correctional work for each specialist, the total workload on the student, recommendations for the teacher and parents.

5) Organization of dynamic monitoring of the development of children, which is carried out with the aim of tracking the dynamics of the child’s development, determining the compliance of the selected forms, techniques, methods of teaching with the level of development of the student. In the process of dynamic study, the problems of differentiating similar conditions of developmental disorders are also solved.

6) Systematic conduct of a correlative analysis of the state of formation of knowledge, abilities, skills and psychophysical development of the child. Comparison of the child’s actual achievements with the development of the cognitive sphere allows us to adjust correctional programs, outline “workarounds” in education, vary the teaching methods of the teacher, and choose adequate forms of education in each individual case.

Contents and levels of mastery of competencies

Ability to design preventive and correctional development programs for children with different types of disabilities;

Knowledge of the basic principles of developing preventive and correctional and developmental programs for children with disabilities;

Understanding the essence, objectives, methods of preventive and correctional and developmental work with children with different types of disabilities;

Ability to design activity programs based on modern scientific approaches to preventive and correctional and developmental activities, monitor the results of the implementation of preventive and correctional and developmental programs;

Willingness to constructively interact with related specialists on issues of developing the abilities of children and adolescents with disabilities;

Have an idea of the peculiarities of working with children with developmental disorders by defectologists, social workers, social educators, psychologists, art teachers, physical education teachers, etc. Knowledge of the basics of the psychology of group interaction. Understanding the specifics of the work of an educational psychologist in a general team of specialists;

The ability to organize interaction between specialists in matters of developing the abilities of children and adolescents with disabilities, monitor the effectiveness of interaction between specialists and make appropriate adjustments;

Knowledge of the structure of the educational environment, methods for diagnosing components of the educational environment, methods for identifying violations in the behavior and development of children and adolescents with disabilities. Understanding the relationships between the peculiarities of the functioning of the educational environment and the difficulties that arise among subjects of educational disorders in the behavior and learning of children and adolescents with disabilities;

the ability to monitor the educational environment, analyze diagnostic results, identify and explain the causes of difficulties in learning for children and adolescents with disabilities;

the ability to provide psychological assistance in optimizing the pedagogical process in correctional educational institutions;

The ability to provide psychological support to participants in the pedagogical process, conduct discussion and analysis of existing problems to solve problems of optimizing the pedagogical process;

Ability to advise teachers, administration, pupils/students on issues of optimizing the educational process in correctional educational institutions:

Knowledge of the basics of psychological counseling;

Understanding the relationship between the use of methods of the educational process and the mechanisms of the child’s educational and cognitive activity;

The ability to select methods of interaction with specialists, parents, children during consultations, and monitor the effectiveness of the work being carried out.

Over the past decades, negative phenomena in the health of children have been increasing. With developmental anomalies, with long-term illnesses of early age, pronounced disorders can occur, which lead to limitation of life and social functions, in the most severe cases leading to social failure. The literature indicates a high prevalence of developmental disorders in children. This percentage, without significant changes, is observed throughout the early and preschool years - on average for all parameters - 65%. Developmental disorders in young children affect further mental and intellectual development, and the problem acquires not only medical and pedagogical, but also social significance. The problem of integrating children with developmental disorders into the general developmental environment poses a task for specialists - the search for new, holistic forms of early prevention, which simultaneously prevents the worsening of general underdevelopment and contributes to the formation of a developing human personality in all its manifestations.

The concept of preventing developmental disorders in children is based onthe principle of a differentiated approach taking into account the state of health, the complexity of the use of medical, psychological, pedagogical and social methods of rehabilitation using all possibilities, that is, the creation of a common correctional space. The system of early comprehensive prevention we propose is structurally medical, psychological and pedagogical. In our opinion, it is necessary to begin comprehensive preventive work already in the antenatal clinic, where the expectant mother is being observed. Considering the limited capabilities of antenatal clinics, the absence of neonatologists-pediatricians, neurologists, defectologists, psychologists and child psychiatrists in these institutions, it is necessary to use visual and poster forms of education, educational booklets for future parents about the normal development of the child and possible deviations. These stands and booklets in an accessible form can help parents understand the following questions: what are developmental deviations, why a child may be at risk, how and when to start communicating with the baby, how the family situation can influence development. In addition, they can perform a coordinating, dispatching function and form an attitude in adults regarding the need for timely contact with specialists - speech therapist, psychologist, psychiatrist, neurologist, which makes it possible to specify the early forms of habilitation. An extremely important task in this regard is the prevention of emotional and sensory deprivation.

At the same time, the positive results of complex correctional interventions are directly related to the correct organization of correctional interventions at home. First of all, this is the establishment of partnerships under the guidance of specialists: doctor - parents, special education teacher - parents, psychologist - parents, with the aim of active participation of parents in enhancing the mental and general development of the child. Secondly, the complexity and integrity of the impact make it possible to stimulate, “observe” and direct the development of the child not only in an organized form, but also in natural, home conditions. The system and methodological approaches developed and tested in various organizational forms make it possible not only to obtain adequate adaptation and a correction effect, but, what is especially important, to eliminate diagnostic errors in assessments of cognitive activity that lead to a limitation of the social perspective of the child and his family. At the same time, pharmacological influence and psychotherapeutic support are necessary parts of a general correction program that contributes to the restoration or improvement of the state of speech activity, communication sphere,neuropsychic processes, emotional and behavioral reactions.

Behavioral difficulties in children of this group are associated with disorders of the nervous system and higher mental functions, with existing emotional discomfort. An incorrect stereotype of a child’s behavior is reinforced by the incorrect and inadequate attitude of adults towards him. Parents need to understand why the child develops atypically, differs from other children in behavior, and has developmental delays. Such children cause a lot of trouble for adults with their behavior. Parents, as a rule, have a hard time dealing with the negative reaction of others to the behavior of their children. They experience a feeling of helplessness, confusion, and shame for their child. This turns into irritation against the child and leads to conflicts in the family due to upbringing. Each family member begins to accuse others of self-indulgence, excessive severity, etc. In the future, this leads to uneven behavior of adults towards the child, which aggravates the situation and has a detrimental effect on the child’s condition, leading to the consolidation of pathological behavioral reactions. That is why psychotherapeutic support is required as a restructuring, reconstruction of risk factors in a child, as a recreation of harmonious relationships in the family. All components of risk factors and the connections between them are subject to psychotherapeutic support; The psychological climate of the family is normalized, parental positions in relation to children are reconstructed, parents’ awareness of the motives of family upbringing is expanded, the very course of mental development of children in the family is harmonized, the child’s self-awareness and self-esteem are developed and harmonized.

In turn, the original correctional pedagogical program structurally includes two parts: 1 – preparing parents for cooperation with specialists; 2 – direct (with a correctional teacher) and indirect (with parents) classes with the child.

Work with parents is conventionally divided into propaedeutic and main periods. The purpose of the propaedeutic period is not only to prepare the child for new forms of education, training and integration (full, incomplete or partial) into the social environment, but also to adapt the parents to the child’s condition. The influence of parents on the child during the main period can be anticipatory, parallel and reinforcing. In this regard, the development of the content of a program of complex medical-psychological-pedagogical influence includes modeling adequate social and role behavior of both adults and children; teaching a new mode of intrapsychic, interpersonal and communicative relationships. The originality of the program lies in the fact that the entire life activity of a child with deviated development is covered by stimulating the appearance of speech, the development of detailed statements, linguistic flair, linguistic competence, and the formation of creative forms of speech and cognitive activity. An important feature of the program is to stimulate the development of speech in children by teaching them to read.

The program is built from mutually complementary methodological blocks, built on a concentric principle. The content of the blocks is dynamic, which allows you to include not only a gradual complication of the material, but also take into account the individual characteristics of the child and the cognitive style of perception, awareness and assimilation of information. Each block involves the parallel work of a speech therapist, other specialists and parents. The effectiveness and optimality of the application of the proposed approaches is confirmed by the positive results of our work with children suffering from severe developmental disorders: disorders of the development of expressive and impressive speech, delays in the rate of speech and intellectual development, delays in mental development.

To prevent developmental disorders in children, specialists and especially future parents should know the main directions for preventing this phenomenon.

Genetic counseling is useful in family planning. Such consultations are necessary for parents in the so-called risk groups. Factors causing risk:

Hereditary diseases in parents or members of their families;

Congenital mental retardation;

Congenital hearing or vision impairments;

Physical development disorders: bone deformations, changes in joint mobility;

Primary infertility or amenorrhea (absence of menstruation);

Two or more miscarriages;

At least one pregnancy was terminated due to impaired fetal development;

Sudden death of an infant due to unclear causes;

Mother's age is over 35 years;

Blood marriages, etc.

Parents at risk should attend medical and genetic consultations, whose specialists will inform them about the possibilities of having children with hereditary developmental disorders, as well as the risks of having children with developmental pathologies.

All women need to undergo prenatal diagnosis, which is essential for solving the problem of family planning.

If possible, it is advisable for pregnant women to visit prenatal centers for psychological support of pregnancy.

Immunization of children is very important. Timely immunization of children prevents dangerous infectious diseases that lead to developmental disorders.

One of the few causes of developmental disorders, the prevention of which directly depends on parents and teachers, is injuries to children. All types of injuries are dangerous, both domestic and street, and sports. The most dangerous are open and closed head injuries, which cause not only a concussion, but can also cause damage to centers (vision, speech, etc.), due to which certain functions may be impaired. We would advise families with small children not to purchase double-decker cribs. Children under 6 years old should not sleep in such cribs. Children of this age still sleep restlessly, so they may fall out of bed. Scottish traumatologists note that over the course of months in this country, 85 thousand children became their patients, of whom only 85 received minor bruises, the rest ended up in the hospital due to concussions, broken bones or other injuries. Half of the affected children were younger. Even if a preschooler does not sleep on the second tier, such furniture remains a risk factor, since it is very attractive for play. Even in an ordinary crib, you should not put large toys and pillows, as babies may fall out if they stand on them.

When babies begin to walk, in order to avoid accidents, parents should consider the safety of each living space, as children of this age become real explorers.

Only with a rational approach to preventing the causes of developmental disorders by parents and teachers of child care institutions will it be possible to minimize some of the acquired developmental disorders in children.

Conclusion

The initial task of today is to develop a strategy and tactics for creating a unified state system for the prevention of early detection and special assistance for children with developmental disabilities and their families.

Bibliography

Aksenova, L.I., Arkhipov, B.A., Belyakova, L.I. Special pedagogy: Academic. A manual for students. higher ped. textbook Establishments [Text] / L.I. Aksyonova, B.A. Arkhipova, L.I. Belyakova et al.: Ed. N.M. Nazarova. - 2nd ed., - M.: Publishing Center "Academy", 2001. - 400 p.
Bidenko, V. I. Bologna process: problems, experience, solutions. − M.: Research Center for Problems of Quality of Training of Specialists, 2006. Borytko, N. M. Man as a subject of education: modern approaches // Pedagogical anthropology: conceptual foundations and interdisciplinary context. Materials Int. scientific conf. (Moscow, September 30–October 2, 2002) / Comp. V. G. Bezrogov - M.: Publishing house URAO, 2002. - P. 40−43.
Gudonis, V.P. Analysis of the causes of developmental disorders in children and some ways to prevent them. [Test] / V.P. Gavrilov // Defectology. – 2004. No. 4. - With. 16-17.
Suntsova, A. S. Theories and technologies of inclusive education: textbook. − Izhevsk: Udmurt University, 2013.
Professional standard of a teacher. − Order of the Ministry of Labor and Social Protection of the Russian Federation No. 544n dated October 18, 2013.
Prevention, diagnosis and correction of developmental disorders / Ed. Lynskoy M.I., Pokrovskoy Yu.A. – M.: LOGOMAG, 2012. – 284 p.
Candidate of Pedagogical Sciences, Associate Professor, Moscow State Pedagogical University, Davidovich, L.R.. Comprehensive prevention of developmental disorders in young children[Text] / L.R. Davidovich [Electronic resource]. – Access mode: http://pik100.ucoz.ru/konf/patologia/davidovich.htm