MODERN APPROACHES TO TRAINING OF HIGHLY-QUALIFIED SPEECH THERAPISTS AND INCLUSIVE TEACHERS: EU COUNTRIES EXPERIENCE

Abstract

The article reveals the modern approaches to training of future speech therapists and inclusive teachers. The main attention is paid towards the analysis of experience of European countries. It was proved that training of future specialists to work in the conditions of inclusion is important for qualitative inclusive learning of pupils with special educational needs. Inclusive education is explained as a system providing the qualitative education for all the children despite their special needs at each educational level. It was found that formation of inclusive competency among future pedagogues requires improvements of organization of professional training at the institutions of higher education. actualization and implementation of foreign experience is also important. The article describes the profile of inclusive teacher according to the EU legal documents and numerous scientific works. It was found that the profile of inclusive teacher includes the following: values and positive attitudes to inclusive education, pedagogical competency, ability to plan individual program for a pupil, psychological readiness, and continuous professional development. It was revealed that training of highly-qualified inclusive specialists in the EU countries is introduced through a number of approaches that outline the systemic organization of educational process and peculiarities of interrelations between its components regarding educational objectives. Modern approaches are: differentiated approach, individualized approach, pedagogics of collaborative learning, project-based learning, integration of information and communication technologies, correction and logopedic support, learning through cultural diversity. The authors analyzed the essence and peculiarities of modern approaches in higher pedagogical education in the EU countries. The results may be implemented for elaboration of methodical recommendations for improvement of teaching methodology to support children with special educational needs in the Ukrainian institutions on the basis of European experience.