Peculiarities of becoming personal and professional qualities of future teacher-speech therapists

Abstract

In this article some modern approaches haw to form the future teacher-speech the therapist’s culture have been well-founded,the main source for them becomes the level of the professional training and education of the specialists and their ethical and deontological level in the conditions of transforming our high education according to European standarts. Modern approaches for definition of the conception of “deontology” and comparison of the pedagogical ethics and pedagogical deontology have been analyzed. Deontological prepapation of the future teacher-speech therapist is determined as purposeful and adjustable process which begins at high pedagogical institutions and continues in the professional practice.
Deontological preparation provides the knowledge alouf the “correct” behavior of the teacher-speech therapist in different situations. A very important task of the therapist becawes the ability to follow some specific, professional and ethics requirements of the “teacher-student”, “teacher-parents” and “teacher-teacher” system. The conditions of the successful organization of the educational process and the indicated interaction in the modern system of the inclusive education is also defined.
Different approaches for correcting and developing work with children with special educational needs are well-motivated, the necessity to follow some special requirements to the professional competency of the teacher-speech therapist is proved as it is a decisive factor in the development and education.
If has been determined that solving of these indicated tasks is mostly depends on speech therapist’s professionalism, his or her wltural, spiritual and moral development.
It’s been proved the importance of the special and personal approach to different risky situations in the teacher-speech therapist’s work, determination of the teatures of the behavior in certain situations in the view of the principles of the pedagogical deontology, detection of the interconnection among the initiative, innovatior and risk and, of course, finding out the types of risks.
So, deontological component is defined as the result of teachers’ preparation that proves the importance and necessity of the special deontological training for teacher-speech therapists to work with people having special educational needs.
It’s been confirmed that deontological preparation of the teacher-speech therapists is one of the possibilities of the purposeful transmission into the socio-cultural environment appropriate approaches to the individuals of the modern education – speech therapists and their fosterlings with special educational needs.