Формування риторичної культури мовлення фахівців спеціальної освіти.

Abstract

The article presents the results of a study of rhetorical speech culture of special education teachers in inclusive and special education institutions. Modern special school is set the task of increasing the efficiency of educational process. Inclusive and special education institutions organize the language environment to make its development potential effective and optimal for each age group. That means the creation of an artificial language environment that encourages a child to provide communication. The speech culture of special education teachers is considered not just a communicative action, but a model for children to follow, a means of interaction with parents, and, finally, an indicator of professional, pedagogical, and human culture. The specificity of speech culture of modern special education professional lies in its multifaceted nature and the ability to use linguistic and non-linguistic means to achieve maximum effect in professional activities. In current conditions of our education system, a special education teacher must meet the requirements of the art of interaction with children, colleagues, parents, predict difficulties and results, quickly and creatively find optimal pedagogical solutions in unusual situations. The rhetoric mastership of special education teachers suggests the ability to speak convincingly, interestingly, beautifully, clearly, at the highest level of speech culture and also obtaining a set of requirements for general and speech culture, communication at the highest level what indicates speech culture of a special education teacher in special and inclusive education. Speech culture of special education professionals in the system of special and inclusive education makes up a system of spiritual forms of human life where the selection and use of language tools lets obtain the greatest effect from the communicative tasks. Therefore, there are certain requirements for special education teachers in the system of special and inclusive education: their speech must be absolutely literary; the culture of speech and its ethics are of special attention; the structure of speech should be correlated with the age of children; the content of speech expressions must clearly correspond to the level of a child’s development, his ideas and interests; accuracy, clarity, simplicity of speech; speech rate regulation; voice control; speech should be emotional, figurative, express interest, attention, love for the child; possess the techniques necessary to influence a child's speech.