Lecture
The qualification profile of a speech therapist teacher is the sum of general pedagogical knowledge and skills that a
teacher must possess. The qualification profile of a teacher is a normative document that defines the structure and content of the activity.
Professional training of a speech therapist teacher presupposes a
level of command of pedagogical, psychological, specialized,
and methodological knowledge, skills and abilities that ensures
the ability to perform work functions independently, responsibly and effectively on the basis of mastering research and innovative activity. Professional competence is not only an indicator of the quality of education, but also the result of a specialist's self-development,
of his or her individual-personal and sociocultural growth.
Possession of the necessary professional competence of a theoretical and practical nature is not yet a sufficient condition for
the successful professional activity of a defectologist. Personal and professional cultivation is required, presupposing the presence of
moral, cognitive and artistic culture, which determines
the need-and-motivation sphere of the personality.
Modern professional training of a defectologist necessarily includes compulsory professional upbringing, which is realized
through an individual-personal approach to the student, through influence
on his or her personality not only by instructional means, but also by involvement in
participation in charitable events and volunteer activity in special (correctional) institutions.
The arsenal of a defectologist's professional knowledge necessarily includes
skills of deep and serious interaction with the parents and close
relatives of the children.
The professional worldview of a teacher-defectologist is the result of his or her reflection on and personal assessment of the processes occurring
in the social and spiritual world and affecting the place and role of people with special educational needs in the life of society.
The optimism of a professional is manifested in his or her socially active attitude both toward the subject of pedagogical influence (a child or adult with disabilities), and toward the normal majority of society - the environment into which his or her pupils must be included - and toward himself or herself
as an active personality on whom the success of positive changes in the lives of those to whom he or she has dedicated himself or herself decisively
depends.
Integral and professionally significant qualities of a teacher-defectologist are composure, patience and tolerance.
The spheres of his or her practical professional competence are: preventive work, pedagogical diagnosis and counseling, educational and socio-pedagogical activity, participation in psychological and psychotherapeutic assistance, special pedagogical
education, organization and management of education, teaching at
a higher education institution or a secondary specialized pedagogical educational institution, and research activity in the field of special pedagogy.
A special-education teacher learns throughout his or her whole life. He or she develops and improves his or her professional experience and generously shares it with colleagues, with like-minded people, with parents of children who have developmental disorders.
Work in special pedagogy belongs to the category of
occupations associated with occupational hazards that have a negative effect on the health of those working in this field.
A teacher-defectologist requires physical endurance, high resistance to infectious diseases and stable mental
health; where hearing impairments are present (among professional teachers of the deaf there are quite a few people with hearing deficiencies), full
compensation must be ensured in social terms (with regard to the development of speech,
thinking and communication). Specialists, and speech therapists in particular, must have good speech and correct, well-perceived pronunciation.
The most important traits of a teacher-defectologist's professional character are kindness, responsibility, optimism, patience, empathy, energy, dedication to one's work, and devotion to the life interests
of people with disabilities, respect for and
love of one's pupils, and professional honesty and integrity.
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