Original article
DOI: 10.15293/1812-9463.2503.06
Innovative Practice-Oriented Technologies for Training Teachers to Work with Students with Disabilities
Svetlana Yu. Kondratieva
A. I. Herzen Russian State Pedagogical University, Saint Petersburg, Russia
Lyudmila A. Tishina
Moscow State Psychological and Pedagogical University, Moscow, Russia
Abstract. Introduction. The article briefly describes the purpose, organization, main requirements and results of the professional (demonstration) exam in accordance with the Concept of training teaching staff for the education system for the period up to 2030. The article describes the experience of conducting this form of certification in the context of students mastering the basic professional educational program in the direction of 44.03.03 Special (defectological) education. The study examines the specific aspects of assessing the formation of professional competencies of students of speech pathology (the focus of the program “Speech Therapy”). Methodology. The principles of individualization and differentiation of professional training of speech pathologists formed the basis of a holistic practice-oriented approach, and the components of an interdisciplinary approach to the system of assessing the formation of professional competencies among future speech therapists are presented. To achieve the research goal, theoretical (analysis, synthesis, generalization and systematization of normative legal acts and data from scientific publications) and empirical (observation, analysis of educational situations) methods were used. Results. The authors have revealed an integrated system of training future specialists as part of the development of technologies for working with students with disabilities at different levels of education. Special attention should be paid to the analysis of the results of the demonstration exam, which makes it possible to assess the possibilities of students solving standard and non-standard professional tasks in a limited educational situation. Conclusions. An integrated system of training teachers to work with students with disabilities allows us to identify key aspects and, in each individual case, identify a hierarchy of criteria that any correctional and developmental event must meet.
Keywords: professional (demonstration) exam; mastering the educational program; certification; teaching staff; professional training; professional tasks; assessment materials; experts.
For Citation: Kondratieva S. Yu., Tishina L. A. Innovative Practice-Oriented Technologies for Training Teachers to Work with Students with Disabilities. Journal of Pedagogical Innovations, 2025, no. 3 (79), pp. 77–87. (In Russ.) DOI: https://doi.org/10.15293/1812-9463.2503.06
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Информация об авторах
Кондратьева Светлана Юрьевна – доктор психологических наук, доцент, профессор кафедры логопедии, Российский государственный педагогический университет им. А. И. Герцена, г. Санкт-Петербург, Россия, https://orcid.org/0000-0001-9730-6185, kondr-svet@rambler.ru
Тишина Людмила Александровна – кандидат педагогических наук, профессор, заведующий кафедрой «Специальное (дефектологическое) образование» факультета «Клиническая и специальная психология», Московский государственный психолого-педагогический университет, г. Москва, Россия, https://orcid.org/0000-0001-8421-4206, tishinala@mgppu.ru
Information about the Authors
Svetlana Yu. Kondratieva – Doctor of Psychological Sciences, Associate Professor, Professor of the Department of Speech Therapy, Herzen State Pedagogical University of Russia, Saint Petersburg, Russia, https://orcid.org/0000-0001-9730-6185, kondr-svet@rambler.ru
Lyudmila A. Tishina – Candidate of Pedagogical Sciences, Professor, Head of the Department of Special (Defectological) Education of the Faculty of Clinical and Special Psychology, Moscow State Psychological and Pedagogical University, Moscow, Russia, https://orcid.org/0000-0001-8421-4206, tishinala@mgppu.ru
Вклад авторов: все авторы сделали эквивалентный вклад в подготовку статьи к публикации.
Authorsʼ contribution: Authors have all made an equivalent contribution to preparing the article for publication.
Авторы заявляют об отсутствии конфликта интересов.
The authors declare no conflict of interest.
Поступила: 18.05.2025; одобрена после рецензирования: 26.05.2025; принята к публикации: 27.05.2025.
Received: 18.05.2025; approved after peer review: 26.05.2025; accepted for publication: 27.05.2025.
