The concept of future speech therapists professional training in the information and educational environment of higher education institutions

Abstract

 The article reflects the main idea and structure of the concept of future speech therapists professional training in the information and educational environment of higher education institutions. The author found that this concept  represents the integrative unity of goals, objectives, key trends and principles, a set of pedagogical conditions, criteria for assessing levels of their readiness to work with children with speech disorders. It has been revealed the conceptual idea, which organizes future speech therapists professional training in the information and educational environment. It has been outlined the structure of the conception, which includes the trends (social and pedagogical conditions of future speech therapists training focused on interdisciplinary integration in the educational process, the fundamental general and special future speech therapists training, the reorientation from the knowledge educational paradigm to the activity educational paradigm, the humanistic orientation of specialists training process for education of children with speech disorders, future speech therapists professional training; innovative nature of modern higher education), the purpose (shifting the focus to engaging with children from health care to their pedagogical support, rethinking the approach to student educational activities, abandoning knowledge educational paradigm and moving to a humanistic educational paradigm), the conceptual positions (a future speech therapist should be prepared for the education of children with speech disorders in possession of the theory and practice of special education; a future speech therapist should be able to perform corrective and developmental function in educational activities with children with speech disorders, etc.), the approaches (paradigmatic, systemic, personality oriented, axiological, anthroposio-humanistic, contextual, practically oriented, phenomenological, essential, complex), the principles (general (scientific, clarity, accessibility, systematicity and consistency, etc.), specific (determinism, stimulation of communicative behaviour, development, etc.), the result (a high level of mastery of special professional and social competences, readiness to work with children with speech disorders through the use of modern teaching methods
and technologies in the information and educational environment).