Professional activities of a speech therapist in general and special education

Abstract

The article analyzes the issues of the theoretical and practical orientation of speech therapy, and the professional activity of a speech therapist in the field of general and special education in the conditions of scientific research and education. The professional activity of a speech therapist is considered in several labor functions.
The most common developmental disorders are speech disorders. Every category of children with special educational needs requires support from a speech therapist. The professional activity of a speech therapist is not limited to the organization of logopedic support at the level of general educational institutions. It is carried out in schools on adapted educational programs, preschool organizations of mixed or compensatory type, and medical organizations. The article focuses on the specific work of a speech therapist in inclusive education in connection with the fact that today the general education system.
As part of the research work, practical work was carried out with students studying the individual educational trajectory «Speech Therapy» of the educational program «Defectology» – 6B019 (5B010500), Zhetysu University named after I. Zhansugurov. The educational program of the specialty 6b019 (5B010500) – «Defectology» for the 2019-2020 academic year is taken as a basis. There has been developed a working program of the author’s special course «Speech therapy technologies».
In the experimental work, the method of N.P. Fetiskin, the questionnaire «Tolerance Index», the express diagnosis of V.V. Boyko, and the method of determining the motivation of K. Zamfir’s professional activity in the modification of A.A. Rean were adapted in accordance with the direction of the study. The pedagogical experiment was attended by 12 IV-year full-time students studying in the direction of «Speech Therapy», 4 experts, including methodologists of practice, and speech therapists of institutions where was conducted pedagogical practice.