Development of professional competencies of a teacher-defectologist as the basis for improving the quality of special education. Essay “The profession of a defectologist is... Features of the professional activity of a defectologist teacher
WORLD OF PROFESSION
DEFECTOLOGIST
Contents of work.
The profession of a defectologist is at the intersection of medicine and pedagogy. Defectology (lat. defektus deficiency) is a science that studies the patterns and characteristics of the development of children with physical and mental disabilities and the issues of their education and upbringing. A defectologist is a specialist who works with such children. The goal of the work is the maximum development and adaptation possible due to existing characteristics in social, educational, everyday, professional, etc. spheres.
There are several defectological specialties - deaf pedagogy, oligophrenopedagogy, typhlopedagogy, speech therapy.
A teacher of the deaf teaches children with hearing impairments, from the completely deaf to the hard of hearing; oligophrenopedagogue teaches children with mental retardation; typhlopedagogue - with visual impairments. A speech therapist is a generalist who works with all types of speech disorders.
Working conditions.
A defectologist works under conditions of high psychological and communicative stress. Communication at work is intense.
Areas of use:
defectologists work in special schools and boarding schools, medical and psychological centers, development centers, medical institutions, special institutions and social services in education, etc.
Dominant professional orientation
- to work with people.
Professional personality type
Social, research.
Dominant interests
-
pedagogy, psychology, medicine;
related
- economics, law.
Required qualities.
A specialist must have patience, compassion, and a strong humanistic orientation. Required are emotional stability, observation, tact, ability to analyze, perseverance,
focus on results.
Good knowledge of pedagogy, psychology, special and developmental pedagogy and psychology, sections of medicine in the field of existing disorders, social and legal issues, vocational guidance, social adaptation and employment prospects are required.
Prospects for professional growth
- scientific and methodological work, administrative promotion.
The profession of a defectologist is in demand in the labor market. In the future, a high, stable demand for specialists in this profile is expected.
The profession of a defectologist can be obtained in the following
higher pedagogical educational institutions:
Russian State Pedagogical University named after A. I. Herzen, Faculty of Correctional Pedagogy (specialties: deaf pedagogy, typhlopedagogy, oligophrenopedagogy, speech therapy). St. Petersburg, emb.
R. Moiki, 48. Tel. 314-69-84;
Leningrad State Regional University named after. A. S. Pushkin, Faculty of Correctional Pedagogy and Special Psychology (specialties: typhlopedagogy, deaf pedagogy, oligophrenopedagogy, speech therapy), Pushkin, Petersburg highway, 10. Tel. 465-66-99, 466-05-07;
Institute of Special Pedagogy and Psychology of the International University of Family and Child named after. R. Wallenberg (specialties: speech therapy, special preschool pedagogy and psychology, oligophrenopedagogy). St. Petersburg, st. Voronezhskaya, 42. Tel. 325-57-12, 325-57-13.
WORLD OF PROFESSION
linguist
Contents of work.
A linguist comprehensively studies language, its nature, functions and internal structure, historical development and classification. Linguistics is divided into general and specific, theoretical and applied. General linguistics collects universal data on all languages, while specific linguistics is the science of one language. Applied linguistics is the application of linguistic knowledge in practice. For example, teaching a language, creating textbooks and dictionaries, translating from one language to another. One of the promising applied areas is the use of mathematical apparatus when describing a language for creating special computer programs.
Areas of use.
Works in research institutes, educational institutions, editorial offices and libraries, as well as in various public, cultural and industrial organizations, as a teacher, researcher, literary editor or translator.
Dominant interests - Russian language and literature, foreign language;
related interests - history, law, journalism.
Professional orientation to work with sign systems and texts.
Required qualities : competent, clear oral and written speech, good hearing and memory, patience and perseverance. Qualities such as inattention will hinder successful work.
Related professions : teacher of Russian language and literature, foreign language teacher, editor.
Career prospects depend on the chosen specialty. For example, for a translator they may be associated with the work of literary translation of literature.
Constant, stable demand in the labor market.
Education can be obtained:
St. Petersburg State University, Faculty of Philology. St. Petersburg, Universitetskaya embankment, 7-9. Tel. 328-20-00;
Nevsky Institute of Language and Culture. Saint Petersburg,
st. B. Raznochinnaya, 27. Tel. 230-38-44;
Higher Administrative School of the Government of St. Petersburg. St. Petersburg, Voznesensky Ave., 5. Tel. 312-31-75,314-83-97;
Moscow State University, Faculty of Philology. Moscow, Leninskie Gory. Tel. 939-32-76;
Institute foreign languages Russian Peoples' Friendship University. Moscow, st. Miklouho-Maklaya, 9. Tel. 434-71-60,432-75-08;
Russian State Humanitarian University. Moscow, st. Miusskaya, 6; st. Chayanova, 15. Tel. 250-61-18;
Yaroslavl State University named after. P. G. Demidov, Yaroslavl, st. Kirova, 8/10. Tel. 30-32-10;
Pomeranian State University named after. M. V. Lomonosov, Arkhangelsk, Lomonosov Ave., 4. Tel. 44-20-56;
Kaliningrad State University, Kaliningrad, st. A. Nevsky, 14. Tel. 43-64-32, 46-59-17;
Novgorod State University named after. Yaroslav the Wise, Novgorod, st. B. St. Petersburg, 41. Tel. 2-04-57, 2-72-44.
WORLD OF PROFESSION
"Defectologist"
| Name of profession | speech pathologist |
| Dominant way of thinking | adaptation - analysis |
| Area of basic knowledge No. 1 and its level | medicine, level 3, high (theoretical) |
| Area of basic knowledge No. 2 and its level | pedagogy and psychology, level 2, intermediate (practical use of knowledge) |
| Professional area | pedagogy |
| Interpersonal interaction | frequent of the “nearby” type |
| Dominant interest | social |
| Additional Interest | research |
| Working conditions | indoors, sedentary |
education and training of children with physical and mental
disadvantages: oligophrenopedagogy - education and training of mentally retarded children, deaf pedagogy - work with deaf and weakly
hearing children, typhlopedagogy - work with the blind and
sighted children, speech therapy - setting correct and oral
speech, correcting its shortcomings.
working with children of preschool and primary school age
on the prevention and correction of individual violations;
selection of children into special groups taking into account their deviations;
diagnostics and subsequent correction of existing disorders
in children;
♦ drawing up activity programs for specialized educational institutions;
♦ organization of activities of educational institutions for children with physical and mental disabilities;
♦ adaptation (preparation) of abnormal children for life in society; development of various adaptation programs for children with disabilities; ♦ preparing children with any disabilities for labor activity.
ABILITIES:
♦ the ability to competently express one’s thoughts (verbal abilities);
♦ communication and interaction skills with people;
♦ public speaking skills;
♦ good hearing (the ability to detect the smallest changes and features of the pronunciation of various sounds);
♦good articulation skills (the ability to correctly show through facial expressions the ways and features of pronunciation of words and sounds);
♦ good development of short-term and long-term memory;
♦ high level of concentration and switching of attention (the ability to focus on one subject for a long time while simultaneously disconnecting from others and the ability to quickly move from one type of activity to another); ♦ logical thinking;
♦ high level of development of creative thinking.
♦ ability to listen and understand other people;
♦ tact;
♦ friendliness, ethics;
♦ selflessness;
♦ tolerance for people’s shortcomings;
♦attention ♦ responsiveness;
♦ sensitivity;
♦ creativity (creative beginning)
speech and hearing defects in a specialist in this profession;
unsociability;
lack of inclination to work with children;
emotional imbalance;
aggressiveness;
rigidity of thinking (inability to adjust the program
activities in accordance with the requirements of the situation).
clinics;
children's educational institutions (kindergartens and schools
boarding schools);
specialized kindergartens for children with disabilities
vitiya;
special schools for children with various disabilities;
private practice.
The concept of “defect” comes from the Latin word defectus, which means a flaw, a deficiency. In turn, the word “defectology” contains two parts (“defect” and “logy”) - this is a pedagogical science that studies the features of the development, training and education of abnormal children. It includes speech therapy, oligophrenopedagogy, deaf pedagogy and typhlopedagogy.
Medicine, pedagogy and psychology study children with developmental disorders. Among the famous psychologists who devoted part of their work to this problem are L. S. Vygotsky, G. E. Sukhareva, V. V. Lebedinsky. The peculiarities of the development of learning and education of abnormal children began to be actively studied at the beginning of the 20th century, since only timely diagnosis can help a child with disabilities develop in almost the same way as an ordinary one. A defectologist, with the help of special means and correctional work, can achieve significant compensation - restoration or replacement of a child’s impaired function.
Educational institutions teaching this profession:
The profession of a defectologist can be obtained at the following higher educational institutions with a pedagogical profile.
1. Moscow State Pedagogical University named after. V.I. Lenin. Moscow, st. Kibalchicha, 16. Tel. 245-03-10, 246-81-63.
2. Moscow State Correspondence Pedagogical Institute. 109004, Moscow, st. Verkhnyaya Radishchevskaya, 18. Tel. 376-32-21.
3. Moscow City Pedagogical University. Moscow, 2nd Selskokhozyaystvenny proezd, 4. Tel. 181-77-21.
4. Moscow Pedagogical State University. 119435, Moscow, st. M. Pirogovskaya, 1. Tel. 932-47-53, 246-60-11.
WORLD OF PROFESSION
Social
teacher
Dominant activities:
working with difficult children and adolescents;
constant monitoring of the life, study, and everyday life of a difficult child or teenager;
finding out the reasons for deviant behavior;
conversations with the class teacher;
conversations with a child, teenager;
maintaining contact with the police children's room;
conversations with a juvenile affairs inspector, joint resolution of the child’s problems in order to resolve the issue of deregistration;
maintaining contact with the school psychologist (working with the child,
a teenager based on a psychological examination);
working with parents;
finding out the cause of the current situation;
parent consultations;
organizing and conducting events to educate difficult
children and adolescents at the district and territorial level (labor camps);
conversations with the immediate environment of the child, teenager (friends,
relatives, acquaintances).
Qualities that ensure successful implementation professional activity:
ABILITIES:
♦
love for children; developed communication abilities (skills in communicating with people); developed verbal abilities (ability to speak clearly, clearly, expressively); good memory; mental and emotional balance;
developed organizational skills
properties;
ability to empathize;
flexibility of behavior;
ability to keep distance;
teaching ability;
high level of distribution
attention (ability
pay attention to several
objects at the same time).
Personal qualities, interests and inclinations:
♦
♦
a penchant for working with children; ability to lead; high degree of personal responsibility;
self-control and balance;
tolerance;
non-judgmental attitude towards people;
interest and respect for others
to a person;
persistence;
communication skills;
empathy;
activity;
tact;
demanding of oneself and others;
observation.
Qualities that hinder the effectiveness of professional activity:
aggressiveness;
disgust;
selfishness;
lack of organizational skills;
lack of love for children;
mental and emotional imbalance;
inability to empathize;
irresponsibility;
rigidity of thinking (inability to change ways of solving
tasks in accordance with changing environmental conditions).
educational institutions (schools, technical schools, colleges, vocational schools,
universities);
children's camps;
children's camp sites;
children's military institutions;
children's colonies;
social organizations (orphanages, shelters, boarding schools,
creativity and leisure centers);
city and municipal educational and methodological centers.
Pedagogy in the form of rules and instructions for adults to care for children appeared a very long time ago. The first systems of pedagogical education arose in Ancient Greece(IV-V centuries BC).
In Europe in the Middle Ages, in modern times and in the Renaissance, a large number of different pedagogical theories. The most famous teachers of that time were Pestalozzi, J. Locke, Rousseau and others. In Russia, L. N. Tolstoy, K. D. Ushinsky, A. S. Makarenko and others made a great contribution to the development of domestic pedagogy.
The position of “social educator” was introduced in 2000. This innovation was dictated by such facts as an increase in the number of children with deviant behavior and an increase in child crime. Previously this problem was dealt with classroom teacher and organizer for extracurricular activities.
Educational establishments who teach this profession:
The profession of a social teacher can be obtained in secondary specialized or higher educational institutions.
Secondary specialized educational institutions:
Moscow State Vocational Pedagogical Institute
college. 109382, Moscow, st. Lyublinskaya, 56/2. Tel. 351-39-12.
Moscow educational and pedagogical complex "Pedagogical
School-lyceum No. 1 named after. K. D. Ushinsky." 113095, Moscow, st. B. Or
Dynka, 47. Tel. 959-17-33.
Moscow teacher training college No. 3.103051, Moscow, st. Sa
Dovaya-Samotechnaya, 8. Tel. 299-04-72, 202-69-73.
University Pedagogical College No. 5. 123022, Moscow,
lane Stolyarny, 16. Tel. 255-02-27, 253-50-79.
Educational and pedagogical complex “Pedagogical College-Lyceum”
No. 10." 109457, Moscow, st. Fedora Poletaeva, 2, bldg. 7. Tel. 175-42-54.
Moscow educational and pedagogical complex "Pedagogical stake"
Ledge Lyceum No. 13.” 125183, Moscow, st. B. Akademicheskaya, 77a.
Tel. 482-98-28.
Higher education institutions:
Peoples' Friendship University of Russia. 117198, Moscow, st. Mick
Lukho-Maclay, b. Tel. 433-40-29.
Moscow State Open Pedagogical University
them. M. A. Sholokhova. 109004, Moscow, st. Verkhnyaya Radishchevskaya, 16/18.
Tel. 376-16-68.
Moscow Pedagogical State University. 119882,
Moscow, per. M. Sukharevsky, 6. Tel. 207-00-97.
Orthodox St. Tikhon's Theological Institute. Moscow,
st. Novokuznetskaya, 236. Tel. 951-67-84.
22. Use of practical, visual and verbal methods in working with children
Since the organization and the process of carrying out educational and cognitive activities involve the transfer, perception, comprehension, memorization of educational information and the practical application of the knowledge and skills obtained in this process, the first group of teaching methods must include:
methods of verbal transmission and auditory perception of information (verbal methods: story, lecture, conversation, etc.);
methods of visual transmission and visual perception educational information(visual methods: illustration, demonstration, etc.);
methods of transmitting educational information through practical, labor actions and tactile, kinesthetic perception of it (practical methods: exercises, laboratory experiments, labor actions, etc.)
The selection of verbal, visual and practical methods cannot be considered justified only in external terms from the point of view of sources of information. It has a certain basis in internal terms through the characteristics of forms of thinking.
The process of educational cognition necessarily involves the organization of comprehension of educational information and its logical assimilation. Therefore, it is necessary to identify subgroups of methods for organizing inductive and deductive, as well as reproductive and problem-search activities of students.
Perception, comprehension and application of knowledge can occur under the direct guidance of a teacher, as well as during independent work trainees. From here it is possible to highlight methods of independent work, keeping in mind that other teaching methods are implemented under the guidance of a teacher. Each subsequent subgroup of methods is manifested in all previous ones and therefore we can talk about the mandatory use of methods in certain combinations with the dominance of one of their types in a given situation.
The basis of correctional and educational work during this period is visual and practical methods. But even here the situation is not simple, because to use visual teaching methods you need a certain level of development of perception.
Since children’s attention is involuntary and unstable, during classes one should strive to ensure that in the children’s field of vision there are only those objects that correspond to the purpose of this lesson.
Practical methods are adequate for the initial period of education for mentally retarded children - organizing children's activities and children's experiences.
A more accessible way of transferring knowledge and skills to a child is demonstration (imitation).
When shown, the child sees not only the result of the adult’s actions, but also all the stages of the action that he can imitate.
Let us recall that visual and practical methods must necessarily be combined with speech - verbal instructions, verbal explanation of the task, verbal description, but speech must be included gradually.
23. The role and place of play in the correction of developmental disorders
One of the difficulties that these special children face is the difficulty of mastering any educational material, which leads to a decrease in interest in learning. Therefore, the issue of developing cognitive interest and an active, active attitude to the educational process acquires special significance. At the same time, an equally important requirement of our time is to reduce the mental and physical stress of students.
The pace and content of classes that are optimal for students, the alternation of mental stress and relaxation, situations of success - all this creates an optimistic attitude to unconditionally overcome difficulties, self-confidence, a feeling of joy and satisfaction from the work done.
Playful methods of work are usually perceived with joy by children due to the fact that they meet their age-related desire for play. To teach while playing, no one will challenge this commandment.
Famous psychologists A. N. Grabov, G. Ya. Troshin highly valued play in the upbringing and education of children with disabilities disabilities health. They considered the game an accurate indicator of the manifestation of children's abilities and capabilities. They believed that the game has a beneficial effect primarily on the development of external senses: vision, muscle sense, hearing. The game develops memory, thinking, and imagination.
The widespread use of games and various entertaining techniques in the classroom (funny pictures, humorous formulation of the goals of tasks and exercises, crosswords, riddles, etc.) not only prevents children from developing a passive attitude, but also helps to activate intellectual emotions: surprise, novelty, doubt .
Basic requirements for the selection of games and toys for children with disabilities:
Match the game to the child’s age;
Selection of game material with gradual complication;
Taking into account the structure of the defect;
Compliance with the correctional purpose of the lesson;
Taking into account the principle of changing activities (calm games alternate with active ones);
Use of bright, voiced toys and aids;
Compliance of toys and aids with hygienic requirements, safety.
Due to the unstable emotional state of children, it is not enough to choose one type of game to keep children active in the classroom; the teacher should have several games with different corrective effects on children.
The game can be quick to stimulate cognitive interest, good mood, development of motor skills and preparation for practical work, and take a longer time when diagnosing knowledge and practical skills of children.
The introduction of gaming activities into the educational and educational process is one of the important tasks of correcting all mental processes of the child. Play is a natural form of learning for a child. When teaching through play, we teach children not how it is convenient for us to give educational material, but how it is convenient and natural for children to take it.
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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 social-pedagogical, rehabilitation, consultative-diagnostic, psychotherapeutic, correctional and other types of “non-teaching” activities aimed at one most important goal - helping a person with limited ability to live in his social adaptation and integration through 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 with 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 an oligophrenopedagogue), due to the specifics of his vocational 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 in 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.
Defectologists involved in the advanced training system 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.
Like ordinary children, a child with special educational needs has the right to receive a qualified teacher. assistance that can only be provided by a specially trained teacher - defectologist. The professional activity of a teacher-defectologist goes beyond traditional teaching activities and closely interacts with various types of social-pedagogical, rehabilitation, consultative-diagnostic, psychotherapeutic, correctional, etc. types of activities aimed at one goal - assisting a person with disabilities in his social activities. adaptation and integration using special means. education.
Teacher education contains a wide range of teaching. specialties:
Typhlopedagogy - with the qualification of a teacher, he is blind. and visually impaired. (typhlopedagogue).
Deaf pedagogy - with receipt. Qual. and teacher of the deaf and hard of hearing. (teacher of the deaf).
Oligophrenic - with received. qualified teacher to work with people with different kinds violation mental development (oligophrenopedagogue).
Speech therapy - with the qualification of a speech therapist;
Specialist. preschool ped-ka - with qualification. teacher to work with preschool children. age with disabled
Specialist. psychology - psychology that provides psychological support to persons with disabilities in health and life.
A speech pathologist teacher works in special education. image. institutions, in psychological, medical, social, rehabilitation, consultative and diagnostic centers, PMPK, logo centers, as well as in O.U. general purpose, in children. homes and boarding schools for the introduction of correspondent work with various categories of students and pupils, they can be conducted by an individual. training and education of children with disabilities. at home. conditions.
A speech pathologist teacher is a person with a special mindset, active, proactive, energetic, confident in the successful outcome of his professional activities, friendly and tactful. It is characterized by a humane assessment of the role of man in modern world, including a person with limited Possibilities of life. The optimism of the professional is manifested in his socially active attitude towards the subject ped. influence (on a child or adult with a disability), and to the normal majority of society - the environment in which the pupils of a teacher - defectologist should be included, and to oneself as an active person and a decisive factor in positive changes in the lives of people with problems.
Prof. The experience of a teacher - defectologist provides him with a qualified professional. activities in various groups, social. groups - students, pupils, their parents, students, colleagues, etc.
Spheres of prof. business compensation for a speech pathologist: preventive work, ped. diagnostics, consultation, special. ped. education, participation in psychological and psychotherapeutic assistance; educational and social-pedagogical activities, organization and management of education, etc.
There is a contraindication to this activity for those who have deviations in the health of the organs of vision, hearing, nervous, cardiovascular and immune systems, since the activities of a speech pathologist have an impact on their health. Physical exercise is also necessary. endurance, high resistance infectious diseases, mental health resilience. It is necessary to have correct speech and defect-free pronunciation of sounds.
Key Features professional teacher - defectologist: kindness, responsibility, optimism, patience, empathy, energy, loyalty to the vital interests of people with disabilities, confidence in their work, respect and love for their students, professional honesty and decency. He must not disseminate information about his students and their families; everything must be confidential.
The professional competence of a teacher-psychologist expresses the unity of his theoretical and practical readiness to carry out his activities and characterizes his professionalism.
A qualification characteristic is a set of generalized requirements for a teacher-psychologist at the level of his theoretical and practical experience.
Psychological and pedagogical readiness consists in:
Knowledge methodological foundations and categories of pedagogy and psychology;
Knowledge of the patterns of socialization and personality development;
Knowledge of the goals and technologies of education and training;
Laws of age-related anatomical, physiological and mental development of children, adolescents, and youth.
Psychological and pedagogical readiness is the basis of the humanistically oriented thinking of a teacher-psychologist.
Pedagogical skills are a set of sequentially unfolding actions, some of which can be automated (skills), based on theoretical knowledge and aimed at solving the problems of developing a harmonious personality. The structure of professional competence can be revealed through pedagogical skills.
The model of professional competence acts as a unity of theoretical and practical readiness of a teacher-psychologist. Pedagogical skills here are combined into 4 groups:
1. Ability to set tasks.
2. Ability to build pedagogical system(planning, informed selection of content, optimal choice forms, methods and means of its organization).
3. The ability to identify and establish relationships between the components and factors of education.
4. The ability to record and evaluate the results of psychological and pedagogical activities:
introspection, self-report, etc.
Analytical skills - comprehension, diagnosis, pedagogical task (psychological problem) and ways to solve them.
Predictive skills - forecasting the results of psychological and pedagogical activities.
Projective skills - taking into account when determining tasks and selecting the content of activities; planning the development of the educational environment and relations with parents and the public...
Reflexive skills - analysis of one’s own actions and states, etc. Contents of practical readiness:
Mobilization skills - creating special situations, interest in activities.
Information skills - collecting information, analyzing sources, etc. Developmental skills involve defining the ZPD (L.S. Vygotsky) and stimulating cognitive independence. Orientation skills - formation of a scientific worldview. Perceptual skills (Bodalev) - perception, understanding, assessment by educational psychologists of social objects (groups of people, groups, themselves). Pedagogical communication skills - communicative culture of a teacher-psychologist
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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...
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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:
Studying students' personal files (this is: pedagogical characteristics, conclusion on the neuropsychic state of the schoolchild, 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 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:
System analysis personal and cognitive development of the child;
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 program primary education secondary 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 academic 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; answers to questions along the way 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 violations oral speech there are deviations in the development of a number of higher mental functions and processes responsible for the formation writing, as well as weakening of the 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 orientation of training use of plot, 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 - omissions.
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 common reasons 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 these disabilities is the creation 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. Individual lesson with younger schoolchildren it 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 junior schoolchildren may 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 in school age, like the symptoms of dyslexia, can also appear when the brain is damaged or 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 sounds S-Ts, Ts-T, Sh-T, Ch-T. 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, combines syllables completely in one word different words, separates prefixes from words, and writes prepositions with words together.
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. lead students to an understanding of grammatical rules, on the one hand, and, on the other hand, consolidate educational material, given by the teacher, associated with the correctional process.
The main task is to develop children's linguistic sense.
The relationship between correctional and educational processes contributes to students’ successful mastery of material on native language generally.
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