PREPARATION OF FUTURE EDUCATORS TO WORK ON THE SPEECH DEVELOPMENT OF CHILDREN WITH LEARNING DISABILITIES IN THE CONDITIONS OF INCLUSIVE EDUCATION

Abstract

The article analyzes the theoretical principles for the preparation of future educators who influence and create the child’s personality in the first educational level – pre-school institution, since the period from birth to six years is the most intense for child’s mental and physical development. The article describes the concept of inclusive educational environment; the psycholinguistic peculiarities of speech activity of children with learning disabilities have been established, in particular the peculiarities of communicative skills formation and mental development; the analysis of learning disabilities is generalized and it is figured out that research is developed in three directions: clinical (clinical and pathopsychological), psychological and pedagogical. Psychological and pedagogical characteristics of children with learning disabilities, identified in numerous studies, provided the basis for recommendations on the conditions, orientation and impact of special training on preschool children with learning disabilities. Thus, the following pedagogical conditions of communicative skills formation as a component of communicative competence of senior preschoolers are: communicative orientation of teaching, namely reinforcement of communicative expressions, use of everyday situations; motivation of communicative activity, namely taking into account the personal interests and needs of the child; the positive incentives, reliance on the reserves of norm analyzers, sensitivity of the age period, the area of immediate development; immersion of children into active communication and speech activity; carrying out special and developmental work by all members of the escort team. Competent Approach to Specialist Training – Defining competencies and learning outcomes make it possible to qualitatively prepare students for professional activity in an inclusive educational environment. It is on the level of educators training that the tasks and requirements of vocational education depend.