Levels of formation of gnostic-technological competence of future speech therapist to work in the conditions of inclusive education
Description
We described the levels of formation of the gnostic-technological competence of future special teachers to work in inclusive education, using the method of questioning and analysis. A special educator must have the necessary level of professional competence for successful introduction into practice of various innovations, realization in the conditions of inclusion of the tasks. Specialist should have knowledge about the features of organization and work in inclusive education; he/she can creatively apply knowledge in organizing the interaction of all participants in educational and correctional work; to create a development environment in an inclusive educational institution, etc.
The authors highlighted the criterion of the gnostic-technological competence of future speech therapists to work in an inclusive educational institution and indicators for it: the meaningfulness of theoretical and technological knowledge about the features of the organization and work in inclusive education; creativity of technological knowledge and creative approach in organizing the interaction of all participants in educational and remedial work; creating a developing environment in an inclusive educational institution. We have distinguished the gnostic-deontological criterion, because the speech therapist should take into account the management, regulation of various mental conditions of the child with peculiarities of psychophysical development, correction of its defects in the interaction of "special pedagogue - child". Interaction with the child should not complicate his/her cognitive and educational activities with inclusive education. The child's health status depends on the educational and emotional load.
To carry out the experimental work, we have developed experimental tasks for selected criteria indicators in order to ascertain the level of formation of the gnostic-technological competence of future special teachers to work in inclusive educational institutions. For each task, a rating scale is formed
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References
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