Training of Speech Therapists for Interaction with Participants of the Educational Process in the Correction of Reading Disorders in Children with Mental Retardation

Aim. Since September 01, 2023, the professional standard "Teacher-defectologist (speech therapist)" has been put into effect in our country, which prescribes the labor function "Pedagogical support of participants in educational relations on the implementation of special educational needs of students with speech disorders, prevention and correction of developmental disorders". As the main skills for the implementation of this labor function, it is indicated that a specialist should have the following skills: 1) apply technologies of communication and interaction with participants of educational relations aimed at building productive communication and mutual understanding on issues of pedagogical support of students with disabilities; 2) develop a program of correctional work and determine the conditions for its implementation for students with speech impairments with the involvement of participants in educational relations. In order to prepare future speech therapists for the high-quality implementation of correctional work with children with developmental disabilities (speech and intellectual), it was proposed to develop, justify and test a program for interaction between participants in the educational process in the correction of reading disorders in primary school students with mental retardation.

Methods. Theoretical research methods: review and critical analysis of scientific literature. Empirical research methods: study of medical documentation, observation of the educational process; pedagogical experiment, covering the ascertaining, formative and control stages; procedures for quantitative and qualitative assessment of experimental data.

Results. Methods for diagnosing reading disorders in children of primary school age with mental retardation and methods for their correction are analyzed. The initial level of development of reading skills was revealed in children of primary school age with mental retardation, studying in the 3rd grade; Typical reading disorders have been identified. A program has been developed for the interaction of participants in the educational process in the correction of reading disorders in 3rd grade students of primary school age with mental retardation. In the course of analyzing the results of the study of children in the experimental and control groups, a significant improvement in the reading skills of 3rd grade students was observed, which confirms the effectiveness of the developed program.

Conclusions. The implementation of a program of interaction between participants in the educational process in a general education organization implementing primary general education programs in the correction of reading disorders in children of primary school age with mental retardation must be carried out through the organization of coordinated joint work of a primary school teacher, a speech therapist, an educational psychologist and parents (legal representatives) and the inclusion of the following stages: preparatory (diagnostic and search), advisory and design, activity, reflective.

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