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BACK TO ISSUE CONTENT | HERALD OF CSPU 2018 № 7 Pedagogical sciences
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DOI: 10.25588/CSPU.2019.14..7..001
UDC: 371.9
BBC: 74.57
V. A. Borodina ORCID
Candidate of Sciences (Education), Associate Professor of the Department of Special Pedagogy, Psychology and Subject Techniques, South-Ural State Humanities-Pedagogical University
E-mail: Send an e-mail
K. S. Vasilyeva ORCID
Master of the Department of Special Pedagogy, Psychology and Subject Techniques, South-Ural State Humanities-Pedagogical University
E-mail: Send an e-mail
FEATURES OF CORRECTION-PEDAGOGICAL COMPETENCE OF PARENTS OF CHILDREN WITH HEAVY DISORDERS OF SPEECH
Abstracts

Introduction. The article presents some results of research on the implementation of the requirements of the Federal state educational standards for preschool education in the context of education of children with disabilities related to the involvement of parents raising children of preschool age with severe speech disorders in educational activities and increasing their correctional and pedagogical competence. The purpose of the article is to substantiate and disclose the author's approach to determining the essence of the concept of "correctional and pedagogical competence of parents of children with severe speech disorders" and methods for assessing its current state.

Materials and methods. The study used logical methods – analysis, synthesis, comparison, synthesis of scientific literature data; methods of logopedic diagnostics, survey methods – questioning and conversation; methods of mathematical processing of experimental data.

Results. The concept of "correctional and pedagogical competence of parents of children with severe speech disorders", its structural and substantive components was clarified, criteria and tools for evaluating its forcing were determined, the current level of correctional and pedagogical competence of parents of children with severe speech disorders was identified.

Discussion. It is emphasized that this study will expand the understanding of the features of parents' preparedness for fulfilling the role of a full-fledged subject of the correctional and pedagogical process in working to overcome speech disorders in children.


Conclusion.
The data obtained as a result of the research will allow to determine the directions of the activities of specialists and teachers of an educational institution to improve the correctional and pedagogical competence of parents for the full productive interaction of all participants of the correctional and pedagogical process.

Keywords

children with disabilities, children with severe speech disorders, general speech underdevelopment, correctional and pedagogical competence of parents, Federal State Educational Standard for Pre-School Education

Highlights

- the substantive components of the correctional and pedagogical competence of the parents of children with severe speech disorders, represented by the motivational, cognitive, activity and reflexive components, were determined;

- developed tools for assessing the level of development of correctional and pedagogical competence among parents of children with severe speech disorders;

- the substantive characteristics of the correctional and pedagogical competence of parents were identified, related to the assessment of the socio-cultural potential of the family, the needs of parents for psychological and pedagogical support by specialists of the educational institution, satisfaction with the content and quality of correctional and developmental work with children.

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