Abstract
The study discusses several issues of training special educators (defectologists) through the competency-based model. The authors determine professional skills that should be developed among future defectologists. The research presents the characteristics of a special educator (defectologist) who is able to provide successfully the remedial and speech-therapy activities. Multi-level education of students majoring in Defectology is demonstrated by a case study of North-Eastern Federal University. The research highlights the role of the Special (Defectology) Education Department in training educators to implement special and inclusive education in the Republic of Sakha (Yakutia). The emphasis is placed on the importance of the regional component in teaching future defectologists that is explained by the need to develop remedial skills among the students in the context of bilingualism. The paper describes three components of the competency-based model: preliminary (integrated career guidance for high school students and college graduate students), basic (practice-focused training of university students), and final ones (professional and personal fulfillment of young experts).
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